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e x c e p t i o n a l l e a r n e r s aprendedores excepcionales
Bilingual and bicultural learners
Bilingual and bicultural learners
Attention Deficit Disorder
Emotional disorders
Communication disorders
Physical impairments
Giftedness
Aprendedores bilingües y biculturales
El Déficit de Atención
Desórdenes emocionales
Desórdenes comunicativos
Debilitaciones físicas
Talento
 
Many students come from a household where a language other than English is spoken and/or in which the culture is distinct from that of the mainstream society.  It is important for teachers to avoid confusing linguistic and cultural differences for disabilities (Turnbull et al., 2002). 
To best serve their students, bilingual special education teachers should have an appropriate knowledge of language:  They should speak both English and the students' native tongue fluently, know the structural differences between those languages, understand the nature of bilingualism and the process of becoming bilingual, have experience teaching ESL, be able to assess students' proficiency in both languages, and develop curricula that integrate language and content.  Furthermore, bilingual special education teachers should use assessment tools and techniques appropriate for linguistically and culturally different special education students, demonstrate sensitivity to the cultural and linguistic diversity of the students, be aware of the effects of this diversity on students' development and learning, deliver culturally relevant lessons, and provide challenging and innovative instruction appropriate to the students' exceptionalities (Rodriguez & Carrasquillo, 1997).
 
Please see the Communication Disorders page for further discussion of issues concerning bilingual students.