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After the IEP: Providing Culturally and Linguistically Sustaining Specially-Designed Instruction

After the IEP: Providing Culturally and Linguistically Sustaining Specially-Designed Instruction

Julie Esparza Brown, Amanda K. Sanford
Copyright: © 2022 |Pages: 33
ISBN13: 9781799890430|ISBN10: 1799890430|ISBN13 Softcover: 9781799890447|EISBN13: 9781799890454
DOI: 10.4018/978-1-7998-9043-0.ch006
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MLA

Brown, Julie Esparza, and Amanda K. Sanford. "After the IEP: Providing Culturally and Linguistically Sustaining Specially-Designed Instruction." Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, IGI Global, 2022, pp. 146-178. https://doi.org/10.4018/978-1-7998-9043-0.ch006

APA

Brown, J. E. & Sanford, A. K. (2022). After the IEP: Providing Culturally and Linguistically Sustaining Specially-Designed Instruction. In G. Colόn & T. Alsace (Eds.), Bilingual Special Education for the 21st Century: A New Interface (pp. 146-178). IGI Global. https://doi.org/10.4018/978-1-7998-9043-0.ch006

Chicago

Brown, Julie Esparza, and Amanda K. Sanford. "After the IEP: Providing Culturally and Linguistically Sustaining Specially-Designed Instruction." In Bilingual Special Education for the 21st Century: A New Interface, edited by Gliset Colόn and Tamara O. Alsace, 146-178. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9043-0.ch006

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Abstract

This chapter focuses on specially designed instruction (SDI) for multilingual learners with disabilities (MLSwD) aligned with their individual education programs (IEP) and language support needs. First, multilingual students (MLs) and the services they receive within general education are described. Then, the features of effective instruction for MLs using a culturally and linguistically responsive multi-tiered systems of support (CLR MTSS) framework are delineated. Next, the chapter describes the development of SDI that considers MLSwD disability-related needs and cultural and linguistic backgrounds for students who qualify for special education services. The chapter concludes with examples of instructional planning using the PLUSS framework to address their unique cultural backgrounds and linguistic and educational needs.

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