Almost 10% of students in public schools are English learners, some of whom may benefit from special education due to learning differences. The United States Department of Education provides fact sheets in multiple languages to share information with students and families about school responsibilities, rights, and resources for families and students. The Department of Education also offers free language assistance services.
English learning families are entitled to translation and interpretation services to participate in their children's education. Forms, assessments, and relevant documents should be translated for families to overview before IEP meetings. Families should inform school officials of any translation or interpretation needs as early as possible to ensure all documents are translated before meetings, and throughout the school year. Translation and interpretation services help families communicate their needs and goals for their children, which often improves school partnerships and leads to more meaningful educational outcomes.
English learning families may also benefit from cultural liaisons. Cultural liaisons are multicultural community members who work with school districts to bridge cultural and linguistic barriers between schools and families. These partnerships provide an additional level of community support to families, while improving communication with schools. Facilitated IEP meetings are another strategy to support family engagement.
Resources for English Language Learners
- Semillitas de Aprendizaje is an inclusive, research-based bilingual early childhood program
- Colorín Colorado is a research-based resource for bilingual families, and with multimedia resources for families and educators. Their library includes comprehensive English language learner topics, and addition resources specifically for families.
- The American Speech-Language-Hearing Association’s Learning Two Languages is a resource for families to support children’s dual language acquisition
For Educators & Local Educational Agencies:
- California Practitioners’ Guide for Educating English Learners with Disabilities
- Meeting the Needs of English Learners with Disabilities Resource Book
- California Department of Education’s English Learner Roadmap
Sources:
Hurley, J. J., Clark, D. W., Fonseca-Foster, K. A., Pyne, S. K., & Warren, R. A. (2017). Collaboration during IEP and IFSP Meetings in a Refugee Resettlement Community: Lessons from Cultural Liaisons. 12.
Lo, L. (2012). Demystifying the IEP Process for Diverse Parents of Children with Disabilities. TEACHING Exceptional Children, 44(3), 14–20. https://doi.org/10.1177/004005991204400302
Mueller, T. G., & Vick, A. M. (2019). An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 42(1), 67–81. https://doi.org/10.1177/0888406417739677
The UCSF | UC Berkeley Schwab Dyslexia & Cognitive Diversity Center does not guarantee the accuracy or completeness of external resources. Sharing available information is not endorsement of viewpoints expressed from external sources, nor is it a substitute for advice from medical professionals.