Accomodating esl students

Download a set of guidelines for creating image descriptions in assessments.

Developed in partnership with The Carl and Ruth Shapiro Family National Center for Accessible Media (NCAM) at WGBH, this guide provides content-specific standards for descriptions to help ensure an equitable experience for students.

Physical education teachers must be aware in order to gain English proficiency, ELLs must improve their native language proficiency simultaneously.

Verbal interaction may not be effective enough for ELLs in physical education.

These accommodations need to be updated to include technology that the student can use to help them read the materials both in instruction time and on test.

The i Pad or i Pod has apps that can read printed materials to the student.

Ohio's Accessibility Manual with Appendices Ohio's Accessibility Manual - This version does not include the appendices.It’s important to discuss these issues with their schools well in advance of when the testing is taking place.For students with disabilities, the decision of what accommodations will be provided is made by the [Individualized Education Program] IEP team.Introduction There are approximately 4.5 million English language learners (ELLs) enrolled in a K-12 public school in the United States of America (USA) (U. Concerns in teaching ELLs in mainstream classes are: lack of time for meeting the unique needs of ELLs (Youngs, 1999); teachers' workloads such as preparing two different versions of academic materials for ELLs and local students (Crosland, & Doumbia, 2003); lack of training to work with ELLs (Verplaetse, 1998); inequities in educational opportunities for all students (Platt, Harper, & Mendoza, 2003; Reeves, 2004); reluctance to work with ELLs (Platt et al., 2003); teachers' misconception of the second language acquisition process (Olsen, 1997; Reeves, 2004; Walqui, 2000); and positive and negative perceptions about the race and ethnicity of ELLs (Harklau, 2000; Vollmer, 2000). Many of these students are from poor families and have parents who are less fluent in English (Fix & Capps, 2005). Access and engagement: Program design and instructional approaches for immigrant students in secondary schools.