Dr. Diane Rodriguez, Associate Professor at Fordham University Graduate School of Education, visits P.S. 112 Jose Celso Barbosa Elementary School in East Harlem, New York City. Public School 112 has the first combination Autism Spectrum Disorders and dual language program in the country. For many years, Dr. Rodriguez has been involved, in different capacities, in the area of bilingual special education. She promotes and advocates bilingualism to all students, including ones with disabilities.
Promote dual language programs for all students, including students with disabilities.
Document instructional activities that engage bilingual special education students
What strategies do the teachers use to engage students in class?
How do the teachers help their students develop language skills?
Why is it important to use students’ native language and knowledge of their culture when teaching?
What are the benefits of dual language programs for children with disabilities?
Rodríguez, D., Reyes-Carrasquillo, A., & Kyung S.L. (2014). Keeping the Bilingual
Advantage: Promoting English Learners’ Academic Development and Biliteracy Through Native Language Instruction. Teachers College Press.
Rodríguez, D. (2010). Bilingual special education: Making the connection. In Preparing the way: Teaching ELLs in the K-12 classrooms (3rd ed). Jane Govani (Editor). Kendall/Hunt Publishing Company.
Rodríguez, D. (2009). Implications of Culturally and Linguistically Diverse Students with Autism. Early Childhood 85(9), 313-317.
Rodríguez, D. (2009). Meeting the needs of English language learners with disabilities in urban settings. Urban Education Journal, 44 (4) 452-464.
Paneque, O. & Rodríguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education, 24(3), 63-69.
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