A Positive Classroom Environment for Disabled ESL Students

Running Head: DISABLED ESL STUDENTS









A Positive Classroom Environment for Disabled ESL Students

In APA Style

Ginny Thomas

The University of Texas at Arlington













ABSTRACT


Of the thousands of immigrant and refugee students who enroll in American schools

each year, many have disabilities which affect their ability to learn. To complicate matters,

these disabilities may have gone undiagnosed, or they may not have been addressed in the

student’s country of origin. To effectively teach these students, teachers themselves need

to be sensitive to the student’s needs, and they must be educated about the nature of the

disability to create an emotionally and physically comfortable learning environment for

the student.




A Positive Classroom Environment for Disabled ESL Students



Maria, an intelligent visually impaired fifteen year old girl, came to the United States

and began her American education. She spoke a little English, so coming late in the

year was not an issue, but her visual impairment made learning difficult for her. The

school district’s vision specialist provided glasses and other visual tools for her. Maria

had no problem wearing the glasses, but she never used the magnifying glass provided

for her to see her paperwork, or the collapsible telescope provided for her to see the

board.

In an ESL class, students are often self-conscious about their lack of proficiency

in the language. Expressing themselves in English is awkward. Limited English students

with disabilities have additional difficulties, because in addition to having to acquire

a new language, they must struggle with a physical or cognitive impairment that might

make learning more difficult. Disabilities can make social adjustment even more

difficult. Students who don’t understand differences can make life difficult for a limited

English or disabled student, and often, even the teacher doesn’t know what to do to help

the student learn and adjust socially. To create a classroom with a positive environment

for a disabled ESL student, the following factors have to be taken into consideration: the

teacher’s attitude toward the student and his/her disability; the teacher’s knowledge of the

nature of the disability; attitudes of students without disabilities toward disabled students;

instructional methodology which is effective and comfortable for the student; technology

which can help the student learn; and a classroom which provides an environment

without obstacles and which facilitates learning.

Students with disabilities have been physically included in classrooms for years, but

often they remain socially and academically isolated because of attitudes of the

teacher and other students (Brandon, 2006). In a study in Botswana, teachers were

surveyed about their attitudes toward students with disabilities. They expressed

negative attitudes toward the idea of having students with disabilities in their classroom,

but they reported positive attitudes toward the students themselves, and they reported few

problems with the students’ behavior. Teachers admitted that they felt inadequately

trained to deal with students with disabilities. The result of this study was a recommend-

ation to the Ministry of Education that teachers receive more training to deal with

disabled students, and that teachers with disabilities be hired to change the school’s

perception of people with disabilities (Brandon, 2006). A study in Ohio focused

on acceptance or rejection of students with disabilities by teachers. Teachers showed high

levels of attachment to students with disabilities who communicate with them and who

make a strong effort to achieve, but they showed high levels of rejection toward students

with disabilities who exhibit negative behavior. The study concluded that general

educators’ perceived lack of knowledge and expertise in the area of educating students

with disabilities rather than disregard for these students may explain the negative attitude

toward students with disabilities (Cook, 2007). In any classroom setting, teacher

support is important, and it is supremely important when dealing with limited English

students and students with disabilities. This support can be difficult to give when the
teacher does not understand the student’s learning needs. A study in Illinois revealed that

when students feel fully supported by their teacher, they are likely to engage more fully

and have higher achievement (Patrick, 2007).

Peer relationships are an important part of a healthy classroom environment. When

Maria did not want to use the tools that would help her see and learn, it was because of

her fear of ridicule and rejection by her peers. Maria was a great example of a disabled

person fitting in and contributing to the group. Her peers appreciated her sweet and gentle

personality and her fine mind that contributed so much to cooperative learning activities.

Limited English and disabled students are particularly vulnerable to peer ridicule because

of their differences. It is important for all students to learn the meaning of social inclusion

where the talents of everyone are developed. Students with differences and disabilities

can help to build character in students without disabilities by serving as examples of

strength and character in the face of obstacles. When positive relationships are formed

between students with differences and disabilities and their peers, an environment of

personal responsibility, kind acceptance, and thoughtful citizenship is created

(Lehr, 2006).

Limited English students and students with disabilities face tremendous challenges in

mastering the material. Appropriate methodology is especially important with these

students, but sometimes it can be a guessing game for the teacher to choose which is best .
In a study of M.Ed. students, teachers conducted their own research by surveying their

students. The results showed that through this research, teachers got to know their

students, their learning styles, and preferences for classroom activities. Teachers

modified their instruction accordingly, and found that better instruction and more

learning took place Dwight, 2007). Cooperative learning and project-based learning work

particularly well for limited English students because it allows them to interact and

communicate with each other to complete a task (Beckett, 2005). These methods

work well for students with disabilities because they allow them to use their talents

while avoiding their limitations. A Canadian study of Chinese-born ESL students showed

that they supported each other in cooperative learning tasks. They liked the idea that they
had a larger pool of ideas, that they could get a task completed faster, and that they got to
practice English more (Liang, 2004).
Reading and writing present challenges for these students, but fortunately, there are
technological solutions. Digital text technology can copy text and paste it onto a word
processing program where the font, font size, color, and background can be changed.
Across media transformation can convert text from written to auditory. As students type,
text is read back. A Reading Pen passes over the text, and highlights words on an
LCD screen and pronounces them (Barbetta, 2007). Compared to these, Maria’s visual
tools were primitive. In a perfect world, all students would be using technology, and the
technology that the ESL or disabled student used might be a little different, but should
not draw negative attention.
The physical environment of the classroom is important to any student, but especially
to ESL and disabled students. At-risk students perceive little order and organization in
class (Laurier, 2006). A well-ordered classroom facilitates learning. A study of
community college students revealed the obvious – that lighting, temperature, a
clear view of the board or screen were important. What was more interesting was that
students wanted a clear view of each other and the instructor, and that they wanted the
space and arrangement that would allow them to freely interact with each other
(Veltri, 2006),
In every classroom there are students with differences. Teachers must continually
educate themselves about the students they are teaching. They must coordinate with other
teachers who share the students, or who have expertise in the area of concern. Teachers
must also set the tone for respect of all students in the classroom, and give each student
the opportunity to grow and achieve academically and socially while sharing his/her gifts
with the class.





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