The population in America is growing slowly. Although with overall slow growth, the growth that there is, is mainly among immigrant minority groups. The growth leans more toward the large immigration of those coming from Mexico and Central/South America, who are mostly Spanish speakers. With the new families that come, they will be seeking the resources to learn English if they haven’t already — especially the children, whose speaking is essential to advance in elementary and beyond.

There are an estimated 5 million new immigrant children more than what was polled from 1993. Many of the new prospective English-language learners are found heavily in central U.S — A bit of a shift from where mainly the coastal regions saw most of this. Not only are you seeing those children come from immigrant families whose origins are in Mexico, but you will find refugees with children who are once Cambodian, Hmong/Laotian, and African nationals.

The immigration rush of new students has created some obstacles for local schools. What was considered to be normal for large city center areas like Miami and Los Angeles, many suburban and rural schools are faced with the demand for teachers to help transition children to speak and perform well in both their own native and English language.

There are more complex issues that go beyond simply teaching English. There are socio-economic issues that are substantial roadblocks as well.

Training Currently Used for English-Language Learners

There are several programs that are being implemented in the classroom across the U.S. For the most part, educators and policy makers are not keen on funding and creating a bilingual classroom, even in the overwhelming consensus that some of the states in the southwest are growing at a huge rate of immigrant children with Spanish as their first language.

But one of the main language program standard setters, Teachers of English to Speakers of Other Languages (TESOL), created a general outline of where progress markers should be and have some general gauging for primary English teaching. They basically have three main stages and are divided between speaking and writing.

The big difficulty is simply finding the separate time and resource during the day for teachers to do further teachings. Many bilingual teachers and translators are needed for the movement. The children will often need special attention since their native language is not necessarily looked at favorably among their younger peers. Many schools now cannot fiscally fund special programs designed to better blend English-language learners in with regular primary school goers. Until much of the U.S.’s cultural and political landscape changes, more ingenious teaching methods with teachers and other educators are needed.

Scholastic (http://www.teacher.scholastic.com/products/zipzoom/index.htm) helps primary schools and English-language learners by publishing books and other educational materials to make learning English as a second language easier. The author, Art Gib, is a freelance writer.

If your child has special needs or a disability, special education may help your child succeed in school and in life. However, many parents fear that their child will be singled out for special education classes in a room separate from their classmates, so they avoid seeking out special education arrangements.

While this was the case at one time, current special education laws require schools to provide an educational environment that is as unrestrictive and equal for all children as possible.

Are you unsure whether your child qualifies for special education? Do you wonder if special education services would help your child succeed in school? The definitions of eligible disabilities have been greatly expanded to include learning disabilities and emotional challenges as well as physical disabilities.

Some of these definitions are set by the states, and the federal government decides some. Regardless of what type of disability your child has, special education is the best way to ensure that your child is getting the education that your child deserves.

Without special education services, your child may be at a disadvantage. Even with a caring and patient teacher, many children find themselves unable to keep up with their peers in the classroom.

Setting out a clear and fair special education plan will give you, your child and the school the assurance that appropriate measures are being taken on your child’s behalf in the classroom. These may include additional time with a teacher or special education facilitator, physical accommodations, or any other reasonable accommodation that the school is able to offer.

When seeking special education arrangements for your child, your first step will be to obtain an Individualized Education Plan (IEP) for him. An IEP should be developed for each child with any disability and is the single most important piece of documentation in your quest for equal education for your child. It outlines goals and objectives for the student, along with a description of which accommodations will be necessary to facilitate those objectives.

The IEP process begins when you or your child’s teacher notice that the child is struggling in school. The concerned party will request a referral for special education services, which typically will result in an evaluation by a committee comprised of school faculty and you. The evaluation will determine whether your child’s disabilities interfere with his educational experience. If so, an IEP will be developed.

When the IEP is in place, your child will have access to the special education services covered by the Individuals with Disabilities Education Act (IDEA). Under IDEA, your child is entitled to an education equivalent to that of a child without disabilities in the least restrictive environment possible.

The Least Restrictive Environment (LRE) mandate is the result of many years of studies. The conclusion of these studies was that special needs children are better served in the classroom with their peers than in a segregated classroom environment. The practices of pull-out programs, separate “special-ed” rooms, and the stigma of being a “special-ed kid” have changed radically in the past decade.

Children are now encouraged to flourish first in the regular classroom, with accommodations and modifications if necessary. If it becomes clear that this setup is not in the best interest of the child, the school or the parent may request a re-evaluation of the situation.

Recent studies have proven beyond a doubt that children with disabilities have more opportunities to thrive when they are educated in the same environment as non-disabled children. Observing and interacting with other children helps students with disabilities to maintain a sense of normalcy and develop their social skills. An inclusive classroom, one that includes special needs and non-special needs students, can also help the non-special needs students develop valuable social skills.

By taking down the barriers between disabled students and non-disabled students, IDEA has made the special education environment a more nurturing and beneficial place for your child to receive the education your child is entitled to. There is no longer any need to be nervous about the negative impact that special education will have on your child because the process has been refined to be as positive as possible.

The special education environment found in schools today is one that provides an improved learning experience for your child. With the help of supplemental support staff and special training for classroom teachers, your child’s school can provide the type of environment that makes it possible for him to thrive and to achieve all that your child is capable of achieving.

Scott Wasserman is a graduate of Harvard Law School with more than 22 years of legal experience. His law practice focuses entirely on the rights of children and the adults who love them. He may be reached through his web site at www.yourchild1st.com .