There is no single method to distinguish between English learners (ELs) who are acquiring new language skills, and those who have a disability. IEP teams are required to determine whether a student’s difficulties in academic and functional skills are the result of secondary language acquisition, a disability, a combination of these two factors, or other ecological factors. The purpose of this workshop is to provide IEP teams with strategies and resources, including a series of guiding questions developed by DPI, that can be used to engage in meaningful and productive conversations when an EL student is suspected of having a disability.

Learning Objectives:

• Be familiar with various DPI resources related to English learners (ELs) and Special Education.
• Explore how to engage in meaningful and productive conversations with families and school staff when an EL student is suspected of having a disability.
• Understand why it is important to consider students’ linguistic, cultural and educational backgrounds when discussing English learners. 

Presenters: Sharon Madsen currently serves as an Education Consultant on the Special Education Team for the Wisconsin Department of Public Instruction. She has been with DPI for 3 years. Sharon has over 14 years of experience teaching general education and special education in a variety of public school settings. Her areas of interest include co-teaching, specially designed instruction, and specific learning disabilities.

Tanya Morin has been the Dual Language/Bilingual-Bicultural Education Consultant at the Department of Public Instruction since March of 2022. Prior to her current role, Tanya served as the 21st Century Community Learning Centers Grant Consultant at DPI, and taught in bilingual education programs in Texas, Massachusetts and Wisconsin. Tanya received a PhD in Curriculum and Instruction from UW-Madison, where she focused on strategies for leveraging EL students’ out-of-school experiences in the classroom