1California has the highest number and share of English language learners. The more than 1.3 million ELL students in California made up 21% of the state’s total public elementary and secondary school enrollment in 2015, around double the 9.5% nationwide share.

10.1 percent

(This was despite the fact that, of all the native peoples, the Cherokees were the ones who had made the most effort to learn English and to understand the American way of life; even so they were not allowed the rights of citizens.)

Asians also comprised a larger percentage of ELs than all students; about 5 percent of all students were Asian, but Asians accounted for 11 percent of ELs. White students made up the third-largest share of ELs at 6 percent. Overall, 10 percent of students were ELs.

There are now an estimated 4.9 million children in U.S. public schools learning the English language. These students are in classrooms in most school systems—and enrollment is surging in states across the South and Midwest that had almost no English-learners at the turn of the century.

Those who score below the proficient level are classified as ELL students. For the second semester kindergarten W-APT, those who score less than 27 on listening and speaking, less than 14 on reading, or less than 17 on writing are identified as LEP students.

School districts are responsible for identifying ELLs in grades K-12 with a home language survey, which must be administered by bilingual/ESL certified teachers, and a department-approved language proficiency test. Districts then identify and assess every limited English proficient student.

IELTS tests in the four areas of reading, writing, speaking, and listening. In order to officially determine an ELL’s proficiency level, the ELL must register for an official examination, which is administered by an authorized professional at an authorized test center.

Classified students are those who have been admitted through the formal selection process and are candidates for a degree or certificate.

Classification of a student as a freshman, sophomore, junior, or senior is determined on the basis of credit hours earned. In an undergraduate degree program a student is classified according to hours earned as follows: freshman, 0-29 hours; sophomore, 30-59 hours; junior, 60-89 hours; senior, 90 or more hours.

Cons

• Lack of integration: Students may only learn and interact with peers with special needs.
• Stigma: The label special needs can have a stigma or negative connotation.
• Social relations: Students in a special needs class may have problems relating to other kids in the class or school.

Common IEP Shortcomings: Sets low expectations and misrepresents the child’s educational potential. Does not target the fundamental cognitive, communicative, behavioral, sensory integrative, and social deficits of ASD students. Does not capitalize on characteristic strengths of this population.

Labeling students can create a sense of learned helplessness. The students may feel that since they are labeled they just cannot do well or that they are stupid. This can also cause the student’s self-esteem to be very low. Labeling can also lead to others having lower expectations for the student.

Early diagnosis not only improves the child’s ability to reach their academic potential, but also prevents the development of low self-esteem and behavior problems that further interfere with their ability to learn.

The Pros and Cons of Being Classified as a Special Education Student

An IEP will not stop your child from getting a job or from getting into college. In fact and college because they still would be entitled to assistance and the State of California may pay for their books. Many schools say your child must be two grades below in order to qualify for an IEP.

One potentially serious disadvantage to mainstreaming is that a mainstreamed student may require much more attention from the teacher than non-disabled students in a general class. Time and attention may thus be taken away from the rest of the class to meet the needs of a single student with special needs.

Resource Rooms: Advantages and Disadvantages It also allows students to receive instruction from an oral and sign approach. However, one might find resource rooms to be a disadvantage because their non-core subjects only take place in a regular classroom; whereas their core subjects take place in a resource room.

Neither mainstreaming nor any sort of inclusion is right for every child, so it is important that an Individual Education Plan (IEP) be developed for each special-needs child to help them find the balance between regular classroom exposure and getting the attention each requires.

Normal Schools derive their name from the French phrase ecole normale. These teacher-training institutions, the first of which was established in France by the Brothers of the Christian Schools in 1685, were intended to set a pattern, establish a “norm” after which all other schools would be modeled.

1. Education for all kinds of students regardless their abilities in regular classes. Learn more in: Teacher Attitudes Towards the School Integration of Students With Special Educational Needs.

People, activities, or ideas that are part of the mainstream are regarded as the most typical, normal, and conventional because they belong to the same group or system as most others of their kind.

The primary advantage of mainstreaming is that it provides a natural, real-world environment. In such an environment, important life skills are learned. A regular classroom has several real-world learning advantages. First, mainstreaming offers many rewarding opportunities for socialization.

The primary purpose of mainstreaming is to include students with disabilities within the traditional classrooms while giving them the same opportunities as other students to access instruction, gain knowledge, grow as an individual, and to participate in the academic and socializing environments that a school has to …

However, due to limitation and problems relating to educating students with disabilities, mainstreaming is done in two different ways. 1) Integration 2) Inclusion (Inclusive Education) The term integration and mainstreaming is often used interchangeably, while the term inclusion in used independently.