Increasing Equity and Access for English Learners Through Culturally and Linguistically Responsive Individualized Education Program Professional Development

• In Event: Culturally and Linguistically Diverse Teaching in Special Education

Abstract

Emerging Bilinguals (EBs) with disabilities are one of the fastest growing subgroups of students in the United States (Watkins & Lou, 2013). Thus, there is a need to increase research and implementation of effective interventions for this student population. Consider, for example, the latest NAEP data, in which reading and mathematics assessment scores for EBs with disabilities was on average, below basic performance (NCES, 2017). Effective instruction for EBs with disabilities requires special education teachers to simultaneously address disabilities and cultural and linguistic backgrounds. However, teachers across the country are experiencing challenges in supporting EBs to reach academic proficiency, due, in part, to their limited knowledge of culturally and linguistically responsive (CLR) practices. One essential document for working with students with disabilities is the Individualized Education Program (IEP). When developed with appropriate CLR considerations, it can inform families about services and provide teachers with an instructional tool.

This paper reports on a mixed methods study examining the influence of special education teacher participation in Increasing Equity and Access for EBs through IEPs (IEAEI), a professional development focused on developing CLR present levels of academic achievement and functional performance (PLAAFP) statements. Participants were 33 special education teachers from an urban district with a high population of EBs. Teachers attended IEAEI sessions focused on (1) English language proficiency level and measure, (2) cultural and linguistic strengths and skills, and (3) CLR instructional conditions. The research questions guiding this study were: To what extent are PLAAFP statements for EBs CLR? How do teachers’ perceptions of CLR IEPs change based on participation of the IEAEI? What are the experiences of a subset of participants who participated in IEAEI?

Data sources included a researcher created document to examine the presence of PLAAFP statements that were CLR. Furthermore, a series of surveys were disseminated to document shifts in special education teachers’ perceptions of CLR IEPs. A subset of participants participated in cognitive interviews to capture more in-depth reflections of the IEAEI’s influence on CLR practices. The conversations were transcribed and then thematically coded.

Findings reveal positive effects on the special education teachers’ reading and mathematics PLAAFP statements with the incorporation of CLR features, yet there was also a decline in the teachers’ confidence level from post-IEAEI to the follow-up IEAEI. This highlights the need for more specificity and assistance in incorporating CLR features on PLAAFP statements for EBs. Teachers noted that collaboration with other professionals to gather CLR information and include explicit skills across languages and cultural aspects contributed to better understanding of the students’ abilities. This assisted with the generation of PLAAFP statements that accurately reflect CLR considerations such as English language proficiency, native language abilities, home-community culture, and CLR instructional conditions, thus equipping teachers with the knowledge to better educate EBs with disabilities. The IEAEI highlights the promise of training special education teachers on CLR pedagogy, and incorporating CLR information into PLAAFP statements for EBs with disabilities. Additionally, IEAEI provided researchers and special education teachers an opportunity for collaboration through ongoing professional development and research.

Author

• Le Tran, The University of Texas at Austin