English Language Learners
Committee Messages
Communication Chair: Amanda Hopkins
Many professionals know a second language. However, that professional may be working with children who speak a variety of languages that they don’t have experience with. This can bring up ethical questions about evaluating and servicing these students. Let’s look to the research and see what the new trends in this area.

Li’el & Kane (2018) found that utilizing parent questionnaires and tests of language processing will give information to accurately diagnose language disorders in English language learners.
  • Li’el, N., Williams, C. & Kane, R. (2018). Identifying developmental language disorder in bilingual children from diverse linguistic backgrounds. International Journal of Speech-Language Pathology. Advance online publication.

Mendez et al. investigated whether bilingual or English-only vocabulary instruction would improve the vocabulary of preschool English language learners. They found that preschoolers learned more words from a bilingual approach than English-only .
  • Méndez, L. I., Crais, E. R., & Kainz, K. (2018). The impact of individual differences on a bilingual vocabulary approach for Latino preschoolers. Journal of Speech, Language, and Hearing Research, 61, 897-909

This paper provides 26 evidence based interventions for children who are dual language learners. This is a helpful article for professionals, even those who are not bilingual themselves.
  • Durán, L.K., Hartzheim, D., Lund, E.M., Simonsmeier, V., & Kohlmeier, T.L. (2016). Bilingual and Home Language Interventions With Young Dual Language Learners: A Research Synthesis. Language, Speech and Hearing Services in Schools. Advance online publication.
Deaf, DeafBlind, Hard of Hearing Chair: Pamela Cross
Bi-Lingual Resources for families and Professionals Cochlear Americas:



Hearing First:


National Center for Hearing Assessment and Management:
( Type in the language of choice in the search bar on the right )

( Type in the language of choice in the search bar on the right )

Hands & Voices:
( Type in the language of choice in the search bar in the middle of the page )

National Institute on Deafness and Other Communication Disorders:
Multiple Exceptionalities Chair: Megan Chmura
ESL is an interesting and challenging topic for many educators in the world of Special Education. In both school districts I have been in, it has been approached the same way. If a student has a disability that is significant enough to be in a more restrictive program, then the Special Education team works closer with the student than the ESL team and they do the best they can to accommodate.

  • For example: Samuel has a moderate cognitive impairment and a hearing impairment. Samuel’s family primarily speaks Spanish in the home. Samuel will qualify for ESL services, but is not worked with by the ESL team throughout the school year. He is only seen to be assessed once a year with an alternate ESL assessment. The Special Education team works, daily, with Samuel and his family to accommodate and do the best they can to meet his present level needs. If the Special Education team has questions or concerns, they reach out to the ESL team for support, however, there is no weekly/ monthly service time provided to the student by the ESL team.

After further research on this topic, it is apparent that most districts service their students with multiple exceptionalities in a similar way. According to, Sara E. N. Kangas in the 2014 article, When Special Education Trumps ESL: An Investigation of Service Delivery for ELLs with Disabilities, Critical Inquiry in Language Skills , students with a disability more significant than a learning disability are serviced primarily by the Special Education team.

If you are interested in more information regarding your home district, reach out to the Special Education team or the ESL Coordinator in your district. They should be able to offer you specific guidelines used by the district in which you reside.
What's New?
The MiDCDD Board has begun planning for the 2019-2020 School Year.

To best serve our membership we need your input.

Thank you for your time!
American Speech Language Hearing Association (ASHA) Statements

Language Equality and Acquisition for Deaf Kids (LEAD-K)

White Paper: Kindergarten Readiness for Children Who are Deaf or Hard of Hearing

A.G. Bell and LEAD-K Agreement

American Speech-Language Hearing Association: LEAD-K Model Bill (Modified from LEAD-K/A.G. Bell Model Bill)
Critical Shortage of School Professionals: Solutions to Support Students with Varying Modes of Communication
School professionals at critical shortage levels in State of Michigan, state supports currently available, and additional supports for their local districts/counties to consider in the future.
2018 - 2019 MiDCDD Annual Report
What's for Sale?
$12 Shipping Included

MiDCDD is closing out stock to make way for new. These utility bags are handy for itinerant staff, support staff, teachers who move class to class or regular toiletries. Fill these pockets with supplies you need such as classroom, hearing aid maintenance, student reinforcements, etc. (size: H 5.5"x L 10.5" x W 4"; opened H 21"). 
Bags come in red and blue.
$ 17 shipping Included

Keep Calm and Communicate (on the back) is a Universal Design. Our adults size t-shirts come in small, medium, large and extra-large.
Please call 586-453-5960 in advance to ensure we have the size you are looking for.
Interested parties send check to: Michigan CEC
Michigan DCDD
14462 Stratford Court
Shelby Township, MI 48315

** With your check please include bag color(s)/T-shirt size, name, address, phone number and email contacts.
** Proceeds go to high school senior scholarship and professional learning funds
still growing - Plan to be available the 2019-2020 School year
Last Chance!!
Virtual Professional Field Trip
Ever wonder, " What are they doing in their district/county? " Ever wish you could spend some time visiting different programs or teachers?

So do we!!
MiDCDD has a way
to make that happen!

What Would This Look Like?
A Tour of your school(s), Classroom(s) and/or Program
A special instructional lesson
Exciting event "in your neck of the woods"
Sharing a teaching strategy/tool from your tool box
Just a few examples...

How long does the clip have to be?
5 minutes or longer

How will this be shared?
Via the Michigan CEC Youtube Channel slated to MiDCDD Members

We look forward to learning about/from you! Contact us at  michigandcdd@gmail.com
Lots of Events Happening Between Now and August!

Make sure to check them out on the MIDCDD Webpage

"Play is the highest form of research"
-Albert Einstein