This book focuses on teaching those students who are bilingual, handicapped, and in need of special instruction. It responds to the complex and practical issues in reaching the goal of teaching these students in an effective way. The common, underlying theme of the book is that such ways can be found and implemented in creating diversity of opportunity for teaching bilingual exceptional students. The book has three central themes: to present an overview of the emerging and interdisciplinary field of bilingual special education; to highlight the function of language in the classroom-the student's as well as the teacher's; finally, comprehensive coverage is presented on the instructional features of a bilingual special education classroom in such wide-ranging curricular areas as: English as a Second Language, reading, writing, mathematics, science and social studies. Throughout the chapters, both theoretical and practical issues are addressed with an emphasis on the relationship between appropriate assessment, sound planning, and effective instruction.

The AuthorsPrefaceOverviewBilingual Special Education: The Important ConnectionUsing Language Assessment Data for Language and Instructional Planning for Exceptional Bilingual StudentsAn Overview of Issues on the Implementation of Bilingual Special Education ProgramsTeaching a Second Language to Limited-English-Proficient Learning-Disabled StudentsInstructional Language Preferences of Bilingual Elementary Learning-Disabled StudentsPlanning and Implementing English as a Second Language ProgramDeveloping Literacy Skills in Two LanguagesWritten Communication For Exceptional Students from Culturally and Linguistically Diverse BackgroundsContent Area Instruction in Bilingual Special Education ClassesThe Cognitive Academic Language Learning Approach: A Bridge to the MainstreamAdaptations of the Cognitive Academic Language Learning Approach (CALLA) to Special EducationAuthor IndexSubject Index