Collaboration for Multilingual Learners With Exceptionalities

Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022).  She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers.   Dr. Audrey Cohan is the Senior Dean for Research, Scholarship, and Graduate Studies at Molloy University, Rockville Centre, New York. She has been at Molloy University for twenty-nine years during which time she served as Professor, Chairperson of the Education Department, and Interim Dean for the Division of Natural Sciences. Dr. Cohan has taught in the undergraduate, graduate, and doctoral programs. She began her career as a special education teacher in New York City working with students with special needs in both self-contained and resource room settings. Her first book, published in 1995, was titled Sexual Harassment and Sexual Abuse: A Handbook for Teachers and Administrators. This co-authored book was an outgrowth of her dissertation work, which focused on child sexual abuse within schools. Dr. Cohan co-edited a five-volume Breaking the Mold series about educational innovation with Dr. Andrea Honigsfeld and has published numerous peer-reviewed articles about English language learners. The textbook published in 2016, Serving English Language Learners earned the Textbook & Academic Authors Association (TAA) Most Promising New Textbook Award. Her other co-authored book publications include Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), America’s Peace-minded Educator: John Dewey (2016), Team Up, Speak Up, Fire Up! Educators, Students, and the Community Working Together to Support English Learners (2020), and From Equity Insights to Action (2022). While at Molloy University, Dr. Cohan has been the recipient of the Faculty Leadership Award, the Faculty Recognition Award, the Molloy University Research Award, and the Distinguished Service Award.  

Dedication
About the Authors
Acknowledgements
Chapter 1: Introduction
Chapter 2: Multilingual Learners with Exceptionalities and Program Models to Serve Them
Chapter 3: Collaborative Approaches to Identification and On-Going Assessment Practices
Chapter 4: Engaging in Collaborative Planning
Chapter 5: Co-delivering Instruction for Multilingual Learners with Exceptionalities
Chapter 6: Capacity Building for Sustained Collaboration
References
Glossary