The George Washington University Bilingual Special Education

January 16, 2018 | Author: Anonymous | Category: Science, Health Science, Pediatrics
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The George Washington University Bilingual Special Education Program

Learning through Interdisciplinary Frameworks for Teachers (LIFT)

Amy Mazur, Ed.D., Principal Investigator. Contact info: [email protected]; 202-994-1511

History and background 

Offers graduate teacher preparation at the certificate, M.A., Ed.S., and Ed.D. levels



NCATE recognition in ESOL, special education, and bilingual special education



Established in the 1980s in response to identified school system and national needs



One of only seven bilingual special education programs in the U.S.

History and background (cont’d) 



Currently has over 167 enrolled students, including both grant-funded and paying students Recipient of numerous U.S. Department of Education grants (six professional development grants at present)



Established an online-learning program serving national and international students



Impetus for the LIFT project

Demographics – America’s school-aged children 





There are currently 74,548,215 children living in U.S. 951,329 are Native American/Alaskan Native 2,491,422 identify 2 or more races

Demographics – America’s school-aged children (cont’d) 

3,480,257 are Asian/Pacific Islander



11,280,366 are Black



16,750,075 are Hispanic



41,225,410 are White

Children’s Defense Fund, 2010

Demographics – child poverty in the United States 



15.5 million, or 1 in every 5 in America, lived in poverty in 2009 – this is an increase of nearly 4 million since 2000 Almost half of all poor children (6.9 million) lived in extreme poverty (less than half the poverty rate)

Children’s Defense Fund, 2010

LIFT project goals 





Infuse a cross-disciplinary set of competencies into an existing, nationally recognized teacher preparation program Institutionalize improvements within the program and share knowledge gained throughout the University Develop a cross-disciplinary framework to ensure further collaboration

LIFT project goals (cont’d) 



Disseminate ideas and knowledge gained from this work to a national audience in order to facilitate similar processes at other universities Provide technical assistance to other universities seeking to adopt a similar focus

Key stakeholders/advisors 





University experts in ESOL, sociology, public health, medicine, nursing, and related fields Experts from peer universities in English for Speakers of Other Languages (ESOL) programs Collaborators from advocacy, policy and research organizations (e.g., National Association of School Psychologists, School Social Work Association, etc.)

Activities to date 





Collaboration with University ACCESS Institute for ELL Students’ Success Development of survey for current and prospective students regarding professional knowledge Communication with advisory board, stakeholders, and panels of experts

Activities to date (cont’d) 





Needs assessment discussions with panel of experts in teacher preparation and English learners Initial meetings and conference calls with advisory panel scheduled for summer and fall Meetings with evaluator and consultation on research design

Upcoming/pending activities 

Development and deployment of survey



Continued needs assessment activities





Modification of objectives, competencies and activities in core courses Development of project website and social networking forum

Reference: Children’s Defense Fund. (2010). State of the Children Report. http://www.childrensdefense.org/childresearch-data-publications/data/state-of-americaschildren.pdf.

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