Conduct Internet Research On English Learners And Students

Conduct Internet Research Onenglish Learners El And Students W

English Learners (ELs) and students with emotional disorders (ED) are two distinct groups of students with unique needs and characteristics. EL students are those whose primary language is not English and who are in the process of acquiring English language proficiency. They often come from diverse cultural backgrounds and may face challenges related to language barriers that affect their academic performance (U.S. Department of Education, 2020). In contrast, students with emotional disorders experience persistent emotional or behavioral difficulties that impact their learning and social interactions. These students might display symptoms such as anxiety, depression, or oppositional behaviors and are often at risk for academic failure (National Institute of Mental Health, 2021). While ELs primarily face linguistic challenges, students with ED contend with psychological and behavioral obstacles; however, both groups require targeted support to succeed academically and socially (OSEP, 2019). The prevalence of EL students varies by state but generally constitutes a substantial portion of public school populations, whereas students with ED represent approximately 7-10% of all students receiving special education services (NCES, 2018; NIMH, 2021).

The role of the teacher is pivotal in identifying and supporting both ELs and students with ED. For EL students, teachers must recognize language acquisition stages and cultural differences that might influence classroom behavior and participation. Screening tools such as language proficiency assessments help in early identification (TESOL, 2018). For students with ED, teachers need to observe behavioral patterns, emotional responses, and social interactions that deviate from typical development. Collaborating with school counselors and psychologists often aids in accurate identification and appropriate intervention (CDC, 2020). To identify these students in the classroom, I will implement ongoing observation, use formal and informal assessments, and foster open communication with specialists. Legally, the Every Student Succeeds Act (ESSA) mandates assessments for EL students to ensure they receive language support, whereas the Individuals with Disabilities Education Act (IDEA) requires a multidisciplinary evaluation process for students with ED to determine eligibility for special education services (U.S. DOE, 2017; IDEA, 2004). Ethically, I am committed to ensuring equitable access, respecting student confidentiality, and advocating for appropriate resources and accommodations for both groups.

Effective communication with families of ELs and students with ED is essential for fostering a supportive learning environment. For EL families, I would utilize bilingual communication methods, including translated documents and interpreters, to ensure they understand their child's progress and available support services (NAEYC, 2019). Establishing trust and demonstrating cultural sensitivity will make families feel valued and involved. For families of students with ED, regular updates through conferences, phone calls, and accessible reports are crucial. I would prioritize transparency, active listening, and cultural respect to build strong partnerships. Assuring families that I am available to support their child's academic and emotional growth demonstrates my commitment to collaboration and student success. When families see their concerns are heard and that their child's well-being is their priority, they become active partners in the educational process, which benefits the students greatly (Epstein, 2018).

To enhance learning for EL students, I would utilize Duolingo for Schools, a technology-based language learning platform that offers interactive activities tailored to various proficiency levels. This resource encourages self-paced learning, provides immediate feedback, and adapts to individual needs, making it especially suitable for supporting language acquisition in diverse classrooms (Duolingo, 2023). For students with ED, I recommend GoNoodle, a movement and mindfulness platform designed to improve emotional regulation and focus through engaging physical activities and calming exercises. This resource helps students develop coping skills, reduces anxiety, and fosters a positive classroom climate (GoNoodle, 2023). Both tools are accessible, user-friendly, and evidence-based, making them effective supports for addressing the complex needs of these student groups while enriching classroom instruction (Cavanaugh & Jacquard, 2021; U.S. Department of Education, 2020).

References

• Centers for Disease Control and Prevention (CDC). (2020). Data & Statistics on Emotional and Behavioral Disorders. https://www.cdc.gov/mentalhealth/emotional-behavioral-disorders
• Cavanaugh, C., & Jacquard, S. (2021). Supporting Diverse Learners with Technology. Journal of Special Education Technology, 36(2), 102-114.
• Duolingo. (2023). Duolingo for Schools. https://schools.duolingo.com
• Epstein, J. L. (2018). Building Family-School Partnerships. In C. J. McKeachie & M. Svinicki (Eds.), Teaching Tips (pp. 211-214). Cengage Learning.
• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
• National Institute of Mental Health (NIMH). (2021). Mental Health Information: Emotional Disorders. https://www.nimh.nih.gov/health/statistics
• National Center for Education Statistics (NCES). (2018). The Condition of Education: Students with Disabilities. https://nces.ed.gov
• National Association for the Education of Young Children (NAEYC). (2019). Family Engagement in Early Childhood Education. https://www.naeyc.org
• Office of Special Education Programs (OSEP). (2019). Supporting Students with Emotional and Behavioral Disorders. https://osepideasthatwork.org
• U.S. Department of Education (2017). Every Student Succeeds Act (ESSA). https://www.ed.gov/essa
• U.S. Department of Education. (2020). Supporting English Learners. https://tech.ed.gov/equity
• TESOL International Association. (2018). Screening and Assessment of English Learners. https://www.tesol.org
• GoNoodle. (2023). GoNoodle Movement & Mindfulness Resources. https://www.gonoodle.com