The work has not been graded but I like the output that was submitted to me. Is it possible for the same prof to do the next assignment I will be submitting? If possible, I will greatly appreciate it.
Regarding the services their kid receives, parents and guardians of English Language Learners (ELLs) have vital rights. Parents have the right to be informed and consulted about all aspects of their child’s education, including decisions about their placement in an English Language Learner program, the results of any evaluations conducted on the child, and any special education services to which the child may be entitled. There is an ethical obligation on the part of schools and teachers to help parents and guardians of ELLs learn about their rights, especially if the English language and American culture are barriers for them. In this essay, we’ll look at the legal protections afforded to parents and guardians of English language learners (ELLs), the best practices for communicating this information to families, and the extent to which institutions like schools and teachers bear the moral obligation to make sure that their students’ families are aware of and respect these protections.
The decision to enroll their child in an ELL program is important, and parents/guardians of ELLs should have a voice in the matter. IDEA guarantees parents and guardians the right to participate in and receive information about their child’s education. The decision to enroll a kid in an ELL program and evaluate that child’s English language skills falls under this right. It is the responsibility of schools to tell parents/guardians when their ELL kid is qualified for special education services (Oliva,2020). Schools and instructors need to implement efficient techniques for notifying parents/guardians of ELLs of their rights. One approach is to give parents and guardians written papers in their original language that outline their rights concerning their child’s English Language Learner services. In addition to answering inquiries in person or over the phone, schools and teachers should make themselves available to parents and guardians regularly. Hiring bilingual employees or using professional interpreters could help with this. Teachers and administrators should also make an effort to foster a warm and encouraging atmosphere where parents and guardians feel safe asking questions and sharing their perspectives.
Schools and educators have a considerable ethical obligation to inform parents and guardians of ELLs about their legal protections. When students are new to the language and culture of the American school system, the burden of this task becomes heavier (Wofford et al.,2018). Teachers and administrators are responsible for informing parents of their rights and upholding those rights. This may involve giving parents or guardians a voice in important decisions, offering information in the family’s first language, and making translators or multilingual personnel available to answer queries in person or over the phone. Equally important is ensuring that instructors and administrators foster a warm and accepting setting in which parents and guardians feel safe voicing their concerns.
In conclusion, parents and guardians of ELLs have substantial rights concerning the assistance their child receives. There is an ethical obligation on the part of schools and teachers to help parents and guardians of ELLs learn about their rights, especially if the English language and American culture are barriers for them. Offering written materials in the family’s original language, providing opportunities for in-person or over-the-phone question-and-answer sessions, and fostering an inclusive and accepting atmosphere are all effective ways to educate families on their rights. To give the best education possible to ELLs, schools and teachers must take measures to ensure that parents/guardians understand and are being respected their rights.
Oliva, G. L. G. (2020). A Multi Systemic Approach to Trauma Informed Practices for Newcomers: Extended Literature Review.
Wofford, M. C., & Tibi, S. (2018). A human right to literacy education: Implications for serving Syrian refugee children. International journal of speech-language pathology, 20(1), 182-190.
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