We can never underestimate the value of high teacher expectations on students! I really appreciated that you had mentioned “adjusting” and “differentiating” in this conversation. I think some teachers confuse having high expectations for students and the same expectations for all students. You can have high expectations for students that may be different from the others. For example, my high expectations for a student with multiple impairments may look different from an academic vision-only student. However, I would still expect both of them to complete the work at their highest level of independence.
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My wording was not meant to lay anything on the families. I know that language and cultural barriers can make it difficult for families to utilize resources. The sentence needed to be worded much differently.
What Does Research Tell Us About Teaching Reading to English Language Learners?** (Reading Rockets, ND)
- Reflect on the seven specific suggestions provided for teachers of reading classes with ELLs. How practical and feasible are these suggestions in real classroom contexts?
I am going to reflect on my own experience working with a student whose native language is Arabic, totally blind, and has a cleft palate.
1, To provide additional work on English phonemes that are not present in the students’ native language seems to be the job of a speech therapist. But I would think it is important for the teacher to emphasize what letters make the sound. When my student has difficulty reading a word because she does not know how to make the sound I try to describe to her how to say a sound the best I can. She was evaluated for speech therapy but due to her palate, the speech therapist refused to provide speech. But for her, it is sometimes a matter of whether she wants to make a sound because she surprises me and can make a sound such as the sh, ch, or s sound with much encouragement. I did look to see what English sounds may be difficult for an Arabic person to make and they are P&B, V&F, ch & sh, the R sound consonant clusters, and several vowel sounds. However, for a classroom teacher with 20 or more students, it may be difficult to work on the individual sounds. - If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer. In my case, my student had a good understanding of English that she had learned the year before and I was teaching her beginning Braille reading. The ELL teacher would have to be proficient in several languages to focus on differences between that language and English. But I do not see how the classroom teacher could separate the difference and just ignore what will transfer.
- Provide extra practice in reading words, sentences, and stories which an ELL teacher and classroom teacher could provide but just reading them if they do not know the meaning of the words, sentences, and stories may be meaningless. When my student is practicing and reading stories in Braille I make sure she understands the words she is reading. I tell her to ask the meaning of any word she does not know. I try to explain it and if possible use real objects to help her understand. I cannot just show a picture to her.
- Use cognate words, words in 2 languages that share similar meaning, spelling, and pronunciation, in the native language as synonyms when teaching vocabulary that makes perfect sense. I was surprised how many of these words exist in my student’s native language, Arabic. And there are several in Spanish. But in other languages there are none.
- Identify and clarify difficult words and passages. This seems like something that could be practical and feasible in real context because those words and passages could be difficult for the rest of the class who can already speak English. I try to do this with my student as she is reading words and passages in Braille.
- Consolidate knowledge of the text through the use of summaries which seems very practical and feasible because it is something that is always done. I always want my students to be able to summarize and retell the story they have read in a shorter version and if necessary I may have to assist them. Classroom teachers do that all the time.
- Find appropriate ways to use the native language.
Then the author goes into ways an ELLs teacher can teach the five areas of instruction, phonemic awareness, phonics, fluency, vocabulary, and comprehension. Not only do the students have to learn how to say a word they also need to know the meaning of the words to be able to comprehend a story. If they read too slowly due to difficulty with fluency they will also have difficulty comprehending what they are reading. Everything is intertwined.
It sounds like you were very lucky that your teachers did not treat you any differently than any other student but still wanted to know how she could assist you. Not too many teachers would go to a low vision appointment and seek out what accommodations are needed for a visually impaired student to do the best she can. It seems nowadays classroom teachers do not encourage their students to use the accommodations that would make their classwork easier for them so as using a slant board, magnifiers, a video magnifier, or enlarging their worksheets on 11X17 paper. The teachers say the student is doing OK. Sometimes it is the student who refuses to use these materials because it makes them look different but I also feel if the classroom teacher would put a little more effort into encouraging the student and try to make him or her feel more comfortable, the visually impaired student would be more successful in school.
Unfortunately, like you said about low-income families having to have both parents working does not give them much time to spend with their children especially if they come home tired. And then they might not have the money or know of resources to obtain books or Braille books. They might not have the education to know how important it might be to spend time with their visually impaired child to work on literacy. These parents may not have had the opportunity to have had much education themself. But sadly I have seen this with high-income parents too where both parents may be working. I have heard parents say they just don’t have the time or are too tired. Also if there are several siblings and they come home and have to make dinner and help everyone do their homework and get everyone ready for bed. But fortunately there are those parents that will make the time.
Article: What Does Research Tell Us About Teaching Reading to English Language Learners? (Reading Rockets, ND)
Q4. Reflect on the seven specific suggestions provided for teachers of reading classes with ELLs. How practical and feasible are these suggestions in real classroom contexts?
I would like to reflection on the seven suggestions for teaching reading to ELLs with Disabilities based on the California Practitioners’ Guide.
The California Practitioners’ Guide for Educating English Learners with Disabilities provides comprehensive guidelines and resources that align well with the seven specific suggestions for teaching reading to English Language Learners (ELLs). Here’s how each suggestion aligns with the practicalities and feasibilities described in the guide:
- Provide additional work on English phonemes that are not present in the students’ native language.
Practicality - The guide emphasizes the importance of differentiated instruction and using culturally and linguistically responsive teaching practices. Teachers can incorporate phonemic awareness activities that focus on difficult sounds for ELLs.
The guide recommends using the California English Language Development Standards to tailor phonemic instruction.
Feasibility - The guide highlights the need for professional development to help teachers understand the phonemic differences between English and other languages.
Availability of phonemic awareness resources and tools makes this approach feasible.
- If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer.
Practicality - The guide supports using students’ native language literacy as a foundation, encouraging instruction that highlights key differences between languages.
Resources provided in the guide help teachers design lessons that leverage native language skills while focusing on English.
Feasibility - The guide includes tools and resources that make it feasible to design and implement lessons focusing on linguistic differences. Ongoing training ensures teachers can apply best practices for bilingual education.
- Provide extra practice in reading words, sentences, and stories.
Practicality - Programs like expanded learning opportunities and after-school programs provide additional practice for ELLs. These programs are supported by the state and detailed in the guide. The use of digital libraries and reading apps can provide students with ample practice materials outside of classroom hours.
Feasibility - Schools can integrate extra reading practice into existing programs and utilize volunteers or teaching assistants to support this effort. California’s commitment to multilingual learners includes support for after-school programs and additional instructional time, making this approach feasible.
- Use cognate words in the native language as synonyms when teaching vocabulary.
Practicality - The guide suggests using cognates and bilingual dictionaries to teach vocabulary, which is straightforward and can be easily incorporated into daily lessons. This approach helps students make connections between their native language and English, facilitating easier vocabulary acquisition. The use of visual aids and bilingual word walls, as recommended in the guide, helps reinforce vocabulary learning through cognates. These tools can be displayed in the classroom to provide constant reinforcement and reference for students.
Feasibility - The guide provides cognate lists and strategies for teaching vocabulary to ELLs, ensuring that teachers have access to necessary resources. These resources can be integrated into existing lesson plans and instructional materials.
Training programs, as highlighted in the guide, can ensure that teachers are familiar with using cognates effectively in their instruction. Professional development sessions can focus on identifying cognates and incorporating them into vocabulary lessons.
- Identify and clarify difficult words and passages.
Practicality - The guide emphasizes the importance of interactive reading sessions and group discussions to identify and clarify difficult words and passages. Teachers can use these strategies as part of their regular reading comprehension activities, engaging students in collaborative learning.
Digital tools and reading apps with built-in dictionaries and translation features can help clarify difficult words and passages for students. These technologies can be integrated into classroom activities to provide immediate support for ELLs.
Feasibility - These strategies can be easily integrated into existing reading programs. Teachers can use formative assessments to identify areas where students struggle and provide targeted support based on those assessments.The guide supports differentiated instruction and targeted intervention for difficult passages, making it feasible for teachers to implement these strategies effectively. Resources and frameworks provided by the state ensure that teachers have the guidance they need to address the specific needs of ELLs with disabilities.
- Consolidate knowledge of the text through the use of summaries.
Practicality - The guide encourages summarization activities, such as writing summaries after reading a passage or discussing the main points in groups. These activities help ELLs consolidate their understanding of texts and are practical to implement as part of regular classroom routines.Using graphic organizers to help students structure their summaries is recommended, making the process clearer and more accessible for ELLs with disabilities.
Feasibility - Teachers can easily plan lessons that incorporate summarization as a regular activity. The use of graphic organizers can help students organize their thoughts and summaries effectively. The guide emphasizes ongoing professional development and resources to help teachers develop effective summarization strategies, ensuring they can implement these activities successfully.
- Find appropriate ways to use the native language.
Practicality - The guide strongly supports the development and implementation of bilingual education programs. These programs help students use their native language as a resource for learning English, which can be integrated into daily instruction.
Engaging parents and the community in supporting the use of native languages at home and in school activities is emphasized as a practical approach to enhance ELLs’ learning experiences.
Feasibility- California’s educational policies, such as the English Learner Roadmap, provide a strong framework supporting the use of native languages in education. This policy support makes it feasible for schools to implement bilingual programs and strategies effectively. Access to bilingual resources, including teaching materials and digital tools, is highlighted in the guide, ensuring that schools have the necessary resources to support the use of native languages.
By aligning these reflections with the strategies and resources provided in the California Practitioners’ Guide for Educating English Learners with Disabilities, educators can effectively support the reading development of ELLs with disabilities. This comprehensive approach ensures that practical and feasible methods are in place to address the unique challenges faced by these students.
Reference ) The California Practitioners’ Guide for Educating English Learners with Disabilities (https://www.cde.ca.gov/sp/se/ac/documents/ab2785guide.pdf)
Hi Denise,
It is helpful to read your own experience with the student with those unique needs.
I appreciate that you look up to see what English sounds may be difficult for an Arabic person to make. This so essential strategy to teach pronunciation and help the student aware that those are gap based on difference primary language they have. I am myself are not native English speaker who acquired English as a second language so I went through a similar learning process when learning pronunciation of English words. When I aware those gaps in phonics or sounds , it helped me to practice effectively.
Regarding your comment about for a classroom teacher with 20 or more students, it may be difficult to work on the individual sounds, I am curious if any language tutors available for ELL instruction.
Thank you again for your sharing your experience.
Rika Yamamoto
Hi Janet,
I am a special education advocate and a parent of a child who has visual impairment.
Low expectation toward to children with disabilities are also everyday issue our children and their parents are facing. Unconscious Bias, grading against their characteristic due to their disabilities are all real and most problem is children knows when teacher has the low expectations, therefore their level of confidence goes down.
IDEA says IEP must developed based on the child’s strength, preference and interests, when teachers and IEP team set high expectation and develop reasonably calculated IEP like one of the major outcomes of the Endrew F. decision. That was the right to an ambitious education by emphasizing all IEPs are reasonably calculated to ensure progress by carefully considering the child’s present levels of achievement and their potential.
I appreciated to hear from your reflection as a student. Thanks .
Rika Yamamoto
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Glad to hear that! That particular sentence jumped out at me, so I felt the need to address it. It is also a reminder to me that I need to be careful with my own language. It is so easy to misinterpret the words of others, even more so when working with people from different cultures.
Are You Communicating High Expectations? (Association for Supervision and Curriculum Development, 2022)
Reflecting on your own experiences as a student, how did teacher expectations influence your academic performance and motivation? How might you apply these insights to your own teaching practice?
I was raised by educators who always had the highest expectations for me. Even though I was a low vision student, I never felt like my teachers expected anything but the best from me. I found that to be true even as my vision declined. I feel really grateful that I wasn’t given a pass because of my vision. With that as my foundation, I have always held my own students to the highest expectations and I make sure that my student’s teachers understand that they don’t get a pass just because they don’t use their vision the same way their peers do. I appreciated the article about high expectations and effective teachers. I plan to review this checklist before the beginning of the school year and throughout it to make sure I’m using the skills needed to best support my students.
Promoting Emergent Literacy Skills
- How might the cultural background or socioeconomic status of families impact their ability to implement the suggested strategies for promoting emergent literacy in toddlers with visual impairments?
The socioeconomic status of families will create an easier or more difficult time for caregivers in implementing emergent literacy, based on their daily living situation and beliefs in education.
A family who doesn’t face the daily struggle of uncertainty regarding food, shelter and finances may have an easier time in promoting the suggested strategies in toddlers with visual impairments. Caregivers who live day to day in financial scarcity may not be thinking about promoting literacy skills, language development strategies and dialogic reading, but instead will have more immediate concerns on their minds such as paying bills, preventing eviction and/or keeping utilities from being turned off, figuring out transportation needs and dealing with the constant chaos of life while surviving with little to no money. Unexpected emergencies which require additional finances can also lead to hardships and stressors for the family. Basic needs may be at the forefront for families in a low socioeconomic bracket and implementing developmentally appropriate language-input strategies in social interactions, engaging in written words through storybook reading and having the child interact with print in the environment may not occur on a consistent and intentional basis.
Families who are comfortable financially and are more stable in the necessities of daily living may have more time to focus on the educational aspects of their children, think of Maslow’s Hierarchy. Physiological needs must be met before focusing on other aspects of life. The article, “Promoting Emergent Literacy Skills in Toddlers with Visual Impairments” notes that toddlers with visual impairments require systemic intervention practices to promote emergent literacy skills. Families who are not struggling to stay financially afloat on a daily basis may have more time to consistently engage their children in symbol and print recognition, spend time on dialogic reading, engage in shared activities whereas children can learn and practice words within the context of those tasks and create an overall literacy-rich home.
The socioeconomic status of a family could possibly impact their beliefs on education and the desire to acquire additional knowledge. In some instances, educational status correlates with social economic status and families with a more advanced academic background may place higher emphasis on developing emergent literacy skills. Depending on a caregivers’ experiences with learning and scholastics as a child, he/she may not totally trust educators, may be in denial regarding their child’s visual impairments or believe that their son/daughter will eventually “figure things out”. Promoting intentional emergent literacy skills may seem unnecessary and requiring too much effort in the case of caregivers who do not value academics.
Overall, the socioeconomic status of families could impact their ability to implement the suggested strategies for promoting emergent literacy toddlers with visual impairments, specifically based on the daily living situation and belief in education. In the analysis, I made a deliberate effort to use the word “may” because social economics may have no effect on whether or not toddlers receive early literacy skills. There is a belief that parents want their kids to succeed regardless of the socioeconomic situation of the family, and caregivers will teach sons/daughters to the best of their ability.
Hello, I am replying to question 2 regarding teacher expectations. “Reflecting on your own experiences as a student, how did teacher expectations influence your academic performance and motivation?”: Throughout my schooling, my TVI’s and general education teachers had high expectations of me. In elementary school, we had a resource room with a full-time TVI from kindergarten to sixth grade so I received a solid foundation in braille and other compensatory skills. When I was in high school, I had an aide who had very high expectations of me; she taught me how to study, take notes and complete assignments in a timely manner. She went to Math class and biology classes with me to make sure I understood the content. We also had a resource room with a full-time TVI and braille transcriber so that we received our materials on time. I carried the strategies that I learned in high school to college and, although my college experience was not without its struggles, I feel that high expectations contributed to my success in college.
“How might you apply these insights to your own teaching?”: I teach adults, many of whom are new to blindness so it is essential that I have high expectations of them so that they can succeed in our program overall, not just in my braille classroom. Succeeding in our program means developing independent living skills, O&M, technology and braille skills. Many students come to us feeling that being blind means they will have no quality of life so it is up to the instructors (most of whom are visually impaired ourselves) to show students that they can have a fulfilling life. I also have to motivate students who may not have been motivated in school as young people. I encourage my students by pushing them to complete their assignments, but, as mentioned in the article, I try my best to create a warm classroom environment free from criticism. If a student makes mistake or is progressing slowly, I do not reprimand them; I let them know that they can work at their own pace. I also provide positive feedback on their assignments. After reading the article, however, I believe that I may focus too much on nonholistic approaches to correcting assignments which could cause stress, so I am going to work on being less strict when it comes to writing every contractions or symbol correctly.
These are just some insights that I can provide on how I may create an environment with high expectations but that also has a warm atmosphere so that students can succeed.
Hello Terri,
As a teacher I have worked with a wide range of students from different cultural and socioeconomic backgrounds. The biggest challenge that I have found is not language or accessibility to materials. It is that families don’t know what they don’t know.
For example, if you have a family that the parents grew up as migrant workers, they likely were also working in the fields at a young age. They learned skills and knowledge through their experiences, but school was never a priority. Learning to read and write was not the highest necessity; it was providing food on the table. When they have a child, they do not know that they should read to them or may not even be able to do so. Sending them to the library will not help. Educating the parents will in a kind and respectful way.
As a teacher of the visually impaired, I find it more difficult to get the parents to follow-through on the practices we send home when they don’t understand the “why”. Taking the time to be sure that the parent fully grasps the importance is key. It is a challenging role and often one that is passed off to others to do, but it is helpful in the success of the students.
- How might the cultural background or socioeconomic status of families impact their ability to implement the suggested strategies for promoting emergent literacy in toddlers with visual impairments?
I feel the cultural background of families can impact their ability to implement suggested strategies for promoting emergent literacy skills in toddlers with visual impairments in several ways. Having worked with several students from varying cultural backgrounds, I have seen some of these impacts on students’ progress at the early to mid elementary grade levels. I had one student come to the United States having been in a school for the blind in her country. Though she was sharp and witty and clearly had many great skills that related to what she could pick up auditorily, she lacked understanding of many items in the environment that had certain stories been presented, more time would have gone by. For example, she did not know there were different types of trees or cars and thought there was only one kind of each. She had never picked apples and while doing so asked if this was how one picks strawberries and pumpkins. In thinking of many tasks students complete in the fall related to trees, apples and pumpkins, she was missing so much information to fully understand what was being shared through storytelling and activities.
I have also worked with some younger students from other cultural backgrounds where expectations are extremely high but the family fully understanding the impact of the visual impairment is not present and there ends up being extreme frustration on both the parents and students. Two families have their children attend a full day of school then return home to participate in another 4 hours of specific academic instruction, not realizing how the level of fatigue impacts all pieces throughout the day.
In either situation, great respect is required when working with families while also educating about the specific needs of their child. It can be a fine line at times but with a great rapport and spending time with parents it can be a positive experience for all, especially the students.
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It sounds like you had some great experiences in your education, especially those early years you shared about. It’s always so nice to hear when teachers hold students with visual impairments to the high expectations that others are held. It’s so important and needs to happen more often.
I couldn’t agree more that education of staff is critical. With the constantly exploding caseloads and the lack of professionals, this is becoming more difficult.
Thank you for sharing your experience!
Promoting Emergent Literacy Skills (JVIB, 2018, p. 542-550)
- How might the cultural background or socioeconomic status of families impact their ability to implement the suggested strategies for promoting emergent literacy in toddlers with visual impairments?
I believe that the socioeconomic status of a family can have a significant impact on a family’s ability to promote emergent literacy for toddlers with visual impairments. For me, I think a lot of it comes down to the family being able to afford/acquire resources. For example, in order to label various objects around the home, one would need access to a braille writer, braille paper, etc. to make those braille/tactile labels. In addition, in order for a child with a visual impairment to be able to read at home, accessible books need to be acquired or even made by the family themself (whether they be tactile, large print, or regular print with the support of magnification). All of these items cost money and while some school districts can make some of these materials available to families, it is not a guarantee and if a family does not have the means to acquire these resources, then their child with a visual impairment will be at a significant disadvantage in regards to their reading skills.
Hi Alena,
Thanks for sharing your experience regarding your teacher’s positive expectations from you. It made me think of one of my students. This particular student is a braille reader and, while he does have some functional vision, he cannot rely on his vision solely to make sense of his environment. I began working with this student when he was in second grade. On day 1, his general educator tasked the class to grab a book from their cubbies. As my student proceeds to sit in his chair, I ask him why he is not doing what the teacher asked. He responded with the following: “Aren’t you going to grab my book for me?” My jaw just about hit the ground and I explained that he is responsible for getting his own book. As I reflect on that experience, I recognize that he assumed I was going to grab his book because others have waited on him like that in the past. In addition, if I continued to wait on him like that, he would never learn how to function independently (such as navigating the classroom, identifying the correct book, managing his materials, etc.). Because of this, I start off each school year essentially telling his teachers that he can and will do everything that is expected of his sighted peers (he just may need to do it in a different way). I am happy to say that, with these expectations I have for him (as well as those set by his family and general educators), he will be starting seventh grade enrolled in a number of honors classes!
@jkelch I appreciate your input to the first question! Specifically when you mention that a TVI needs to meet a family where they are and offer them suggestions that fit into their routine. In my personal experience as a TVI, I’ve seen many suggestions, accommodations, etc. go to the wayside because I did not stop to consider how doable the suggestion/accommodation was for the family. In order for me to best support my families, I need to understand that I am not aware of all that goes on in their daily lives (such as how many jobs they work, do they have time to read 30 minutes with their child every night, can they afford some of the resources I am talking about, etc.) As such, I generally ask parents if what I suggested is manageable for them. Generally, most parents say yes even when its not. From there, I also touch base regarding what I suggested, asking specific questions regarding how they or the student is responding to the suggestion. From there, I can generally deduce if all is well or not. I then respond accordingly.
I really loved this article because high expectations for all students is a sentiment that I remind myself, my students’ parents and their educational teams of often. Sometimes, I have to remind myself to remain steadfast in this belief, especially when others are often coming from places of fear or lack of knowledge when working with or even parenting a student with a visual impairment.
Teacher expectations had a substantial role on my educational career, my performance and ability to build intrinsic motivation to do well. I found teachers who created a calming environment with praise for learning/analysis instead of praising one’s grade were more motivating. Classrooms that instilled choices and individual growth only increased the interest and performance of the learners in the classroom. Although I work one on one with students, the same sentiment can be delivered. I remember classrooms that I did not raise my hand in due to fear of being wrong were dreaded where as those with open discussions were nurturing environments to learn within.
After reading the article, I was able to confirm some ways to communicate high expectations that I already use in my teaching and found more in the “High Expectations self assessment checklist.” Those include giving students responsibility for their own learning, praising effort rather than accuracy, allowing learners to engage in advanced activities, and many more.
I thought about the students on my caseload currently and noticed that I am weaker in the strategy of providing a range of activities during sessions with those classified as having multiple disabilities. I often justify the need for routine and repetition with such students, especially those with CVI. I want to make more specific effort in introducing more new activities during such sessions.
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You stated many valid points which just reinforce the need to meet families where they are and deploying the village to help build emergent literacy skills! When working with families I try to integrate skills (could be literacy, independence, math, whatever!) that will have an immediate impact/ benefit. For example, one Mom needed to be able to keep her toddler “busy” but not underfoot while preparing dinner. We came up with some activities he would enjoy in his highchair or playpen and encouraged Mom to talk about what she was doing, offering labels to sounds/ scents and providing some tactual exploration of tools and ingredients along the way. It solved a problem for her, he was no longer underfoot or trying to grab things if babywearing and he was gaining lots of information along the way. Over time we were able to expand his tasks to "prep chef, dishwasher, and even note taker (he would write down needed grocery items) as he got older. In this particular case, Mom did not feel confident that she had a role in building his literacy skills as her English skills were minimal and her formal schooling in her native language ended around 2nd grade.