Community Resource Project

Students who have been found to have language learning disabilities need a change in the public practice regarding education. Many ELL students who qualify for special needs education have risen for years. Hence, the need to modify the curriculum and the parents and community perception regarding their education (Maxwell & Shah, 2012). The school-family-community project that I plan to implement is the development of a handbook for parents, teachers, and the community to support ELL for students with special needs. The handbook will be a collection of smaller documents and supporting materials that will aid the special needs educators, parents to the disabled students, the service providers, and the community. The materials will enhance knowledge among the stakeholders on how to handle and care for students’ unique needs, especially in English la language learning. The handbook will be in three parts: collaboration with families, service providers, and teachers. The second part is creating IEPs that are culturally sensitive and appropriate regarding their linguistics. The third section is finding or forming a curriculum that accommodates special needs students, including classroom orientation that enhances English language acquisition.  All project sections will be evaluated, and a sub-plan for their implementation will be made. Also, there is an explanation of the materials and the suggested uses through templates.
Rationale for project

From various literature reviews and experience, the public education system is made for the main stakeholders, who are the students. Also, based on the bill of rights in many jurisdictions, all children have the right to quality education regardless of their physical or mental challenges. However, the process of ensuring that children, especially students with ELL challenges, have not picked up as expected. Special education has been the default intervention for this challenge, although it has its drawbacks, especially regarding long-term implications on the student (Kumashiro, 2015). Identifying ELL students needing special education has been a challenge for both educators and the community. Historically, ELLs were not lately represented in special education, but a more inclusive education system has been developed following dozens of civil rights complaints and litigation. Nevertheless, there is a need to enhance the partnership between schools, parents, and the community to ensure that ELL students are supported in their learning process. The biggest challenge now is identifying the students with the ELL changes and the resources to support the learning programs, including the educators’ training. Therefore, this project provides a simple approach to solving the problem by partnering with the school, parents, and the community to support the students through the development of a handbook that helps achieve the goals.

The other rationale for the project is to increase the number of students correctly identified to have the challenge. The exclusion of many students from the special education classes due to their English language acquisition is an issue that has seen an increase in the number of these students. However, despite the increased numbers, little change has been instigated towards supporting special education educators in determining an appropriate curriculum, culturally sensitive ieps, and collaboration with families and the community in resolving the issues (Rossetti et al., 2017). Without proper support, the ell students in special education will not be able to receive appropriate education and address their linguistic needs to improve their academic credentials. In this regard, schools have to be better prepared for the need of both the majority and the minorities through training materials and manuals that act as guides for the teachers in navigating through classroom work (Maxwell & Shah, 2012). Besides, parents and the community members also need to be guided through the handbooks since they are the first point of contact with the learners as their caregivers and resources providers their education. The handbook explicitly supports special needs educational programs within and outside the school vicinity by creating an iep and effectively managing communication with the stakeholders.
Overview Of Timeline And Implementation

Project	Item	Description	Timeline
Handbook for parents, teachers, and the community	Collaboration with families, teachers, and the community	This item contains two sections supporting the SPED educator and collaboration with parents and the community.	8 weeks
Creating culturally relevant and linguistically appropriate IEPs	This item focuses on assisting special education tutors in making the right IEP that supports all aspects of culture and language.	4 weeks
Adapting curriculum for the special education classroom with English language acquisition needs	This item explains the resources and how they will be used to support the stakeholders.	6 weeks

Table 1: Timeline and Implementation of the project

Projected Successes Of Challenges Of The Project

The possible challenge to the project is its focus on the students and correctly placing them in the special education with language needs. Students with language learning issues have always have not been regarded as children with special needs and hence affecting their academic achievements. The other limitation with the project is that it will not address the needs of the students who are improperly placed in special education due to the levels of language learning. Also, since the general education tutors can use the handbooks with ELL students identified to have the disability, it does not provide specific information on how they can be supported in the various programs. In addition, it does not specify a particular level of special education. Nevertheless, the handbook will be improved to achieve its intention and address the needs of the ELL students in special needs education and not one specific disability level.

References

Kumashiro, K. K. (2015). Bad Teacher! How Blaming Teachers Distorts the Bigger Picture: How Blaming Teachers Distorts the Bigger Picture. Teachers College Press.

Maxwell, L. A., & Shah, N. (2012). Evaluating ELLs for special needs is a challenge. Education Week, 32(2), 1-12. Rossetti, Z., Sauer, J. S., Bui, O., & Ou, S. (2017). Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process. Teaching exceptiona