Diversity, Inclusion, and Educational Assessment多样性包容与教育评价.pptx

English Language Development for Students With Significant Cognitive Disabilities Laurene Christensen, Ph.D., National Center on Educational Outcomes Vitaliy Shyyan, Ph.D., National Center on Educational Outcomes What does NCEO do? Mission: To support the development of inclusive assessment in a rapidly changing state (and consortium) assessment system environment in order to promote improved educational results for students with disabilities. Today’s Essential Questions Who are students with significant cognitive disabilities? Who are ELLs with significant cognitive disabilities? What do we believe about students with significant cognitive disabilities related to their receptive and expressive language development? How do we separate English language development from language development of for students with significant cognitive disabilities? What is the difference between language and communication? How does what we know about language systems affect the socio-cultural implications of including these learners in ESL programming? Who Are Students With Significant Cognitive Disabilities? 4 Students With Significant Cognitive Disabilities Represent ~1% or fewer of the total assessed population 3 primary disabilities categories are usually listed: Mental Retardation Multiple Disabilities Autism Highly varied levels of expressive/receptive language use Most students in the population use symbolic communication Level of symbolic language distribution is similar across grade-bands Most of the population read basic sight words and solve simple math problems with a calculator. 5 Students With Significant Cognitive Disabilities 69% likely use symbolic language (verbal or written words, signs, braille, or language-based augmentative systems) to communicate Approximately 20% use intentional communication, e.g., consistent patterns of gestures or sounds Approximately 10% communicate primarily through cries, facial expressions, change in muscle tone