157. My first question is as a Special Education Teacher should I be keeping up with these students as if they were indirect students?  An "indirect" student is a student that does not go to the special edication teacher for a class. These students only receive modifications and help on test and when needed other wise. All grades and teaching is done by the regular teachers.
I would like to know what I would need to do if a non-English speaking student moves into my district that has a disability? I do not speak another language except for limited ASL.

I have somewhat of a difficult time understanding the term "indirect" students. I have never heard such a term when referring to Special Education students or students with limited command of the English language.

According to the law, ALL students are to be provided an equal educational opportunity and equal access to the curriculum. Thus, when a non- or limited- English Proficient student shows up at your district, you, as the teacher of such a student, must insure that the student is provided an equal educational opportunity and equal access to the core curriculum. HOW?

By modifying your program in any way necessary to insure that the law is fully complied with, and that your non- or limited-English Proficient student, as a result of your MODIFIED instructional program, masters the English language and achieves academically as ALL other students.

Thus, English-As-A-Second language instruction may be provided to insure the student masters the English language.  In addition, the teacher may need to receive training in Second Language Acquisition and Development techniques and strategies to insure that content area instruction results in successful academic achievement for ALL students.

I am sure you will find in the many questions and answers in my Web Sites many more ideas on what to do to best modify your program to meet the needs of ALL your students.


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net