Access to Special Education Services for Immigrant Students in Delaware

1. What specific rights do immigrant students have when it comes to accessing special education services in Delaware?


In Delaware, immigrant students have the same rights as other students when it comes to accessing special education services. This is outlined in the Individuals with Disabilities Education Act (IDEA), which guarantees certain rights for children with disabilities, regardless of their immigration status. These include:

1. Free and Appropriate Public Education (FAPE): Immigrant students with disabilities are entitled to receive a free and appropriate public education, just like all other students.

2. Child Find: Schools in Delaware are responsible for finding and identifying children who may be in need of special education services, including immigrant students.

3. Individualized Education Program (IEP): If an immigrant student is found eligible for special education services, their school must create an individualized education program (IEP) that outlines the specific services and supports they will receive.

4. Least Restrictive Environment (LRE): Immigrant students should be educated alongside their non-disabled peers to the maximum extent appropriate.

5. Procedural Safeguards: Parents of immigrant students have the right to be fully informed about the evaluation, placement, and development of their child’s IEP. They also have the right to participate in meetings related to their child’s special education services.

6. Language Access: Schools must provide language access services to parents who do not speak English or have limited English proficiency throughout the special education process, including evaluations and IEP meetings.

It is important for immigrant families to understand these rights and advocate for their child if they believe that they may be in need of special education services. They can work with school personnel and possibly seek help from a bilingual advocate or attorney if necessary.

2. How does the process for identifying and evaluating a student for special education services differ for immigrant students in Delaware?


The process for identifying and evaluating a student for special education services in Delaware may differ for immigrant students in the following ways:

1. Language barriers: Immigrant students who are non-native English speakers may face language barriers during the identification and evaluation process. This can impact their ability to communicate effectively with teachers, counselors, and other school personnel, leading to potential misunderstandings and inaccurate assessments.

2. Cultural differences: Immigrant students may come from cultural backgrounds that have different views on disability and education. This can affect how they understand and respond to the special education evaluation process. For example, some cultures may see disabilities as a stigma or taboo, which could result in parents or guardians being less likely to seek evaluations or services for their child.

3. Limited access to resources: Some immigrant families may have limited access to resources such as transportation, internet, or educational materials. This can affect their ability to participate fully in the evaluation process or provide necessary information about their child’s needs.

4. Lack of documentation: Immigrant students may not have access to previous records or documentation from their home country that could aid in the evaluation process. This can make it difficult for school personnel to accurately assess the student’s strengths and needs.

5. Inconsistent educational backgrounds: Immigrant students may have had inconsistent educational experiences before coming to the U.S., making it difficult for school personnel to determine their educational needs accurately.

To address these challenges, Delaware schools are required by law (Equal Education Opportunities Act) to ensure that all students have equal access to educational programs and services, including those with limited English proficiency or migrant student status. Schools must also follow federal guidelines for assessing English learners’ proficiency levels when determining eligibility for special education services.

In addition, schools are encouraged to involve parents and guardians of immigrant students in the evaluation process by providing translated documents when necessary, conducting parent-teacher conferences with interpreters if needed, and involving community organizations that work with immigrant families.

In Delaware, schools are also required to provide cultural competency training to school personnel to ensure that they understand the cultural differences and needs of their immigrant students accurately. This training can help address any potential biases or misunderstandings that may arise in the evaluation process.

Overall, the evaluation process for identifying students with special needs in Delaware remains the same for all students, including immigrant students. However, schools must be mindful of the unique challenges faced by immigrant students and take appropriate steps to ensure a fair and accurate evaluation is conducted.

3. Are school districts in Delaware required to provide translation or interpretation services for meetings related to special education services for immigrant students?


Yes, school districts in Delaware are required to provide translation or interpretation services for meetings related to special education services for immigrant students. This requirement is outlined in federal law, specifically the Individuals with Disabilities Education Act (IDEA), which requires schools to provide all parents of students with disabilities with meaningful opportunities to participate in their child’s educational planning and decision-making process. This includes providing appropriate translation or interpretation services for parents who do not speak English well or who have limited English proficiency.
Additionally, under Title VI of the Civil Rights Act of 1964, schools are prohibited from discriminating against individuals based on national origin, which includes ensuring that communication barriers do not prevent equal access to education for students and their families.
Furthermore, the Delaware Department of Education also has guidelines for supporting language access services for parents who have limited English proficiency, including providing interpretation and translation services as needed in meetings related to special education services.
Overall, school districts in Delaware have a legal obligation to ensure that parents of immigrant students with disabilities can meaningfully participate in the special education process by providing appropriate translation and interpretation services as needed.

4. Is there a designated specialist or coordinator for assisting immigrant students with special education needs in Delaware?

Yes, there are designated specialists and coordinators for assisting immigrant students with special education needs in Delaware. The Delaware Department of Education (DDOE) has a Multicultural and Multilingual Task Force that is responsible for addressing the needs of English language learner (ELL) students, including those with special education needs.

Additionally, each school district and charter school in Delaware has a designated Special Education Director or Coordinator who is responsible for overseeing the identification, evaluation, and provision of services for students with disabilities. These professionals work closely with teachers, parents, and other staff members to ensure that immigrant students with special education needs receive appropriate support and services.

5. What kind of support and resources are available for immigrant parents of children with special education needs?
The DDOE provides a variety of resources and support for immigrant parents of children with special education needs in Delaware. These include:

– Parent Information Centers: The DDOE funds parent information centers throughout the state that provide training, information, and support to families of children with disabilities.
– Multicultural Resource Center: This center provides resources for multicultural families who have children receiving special education services.
– Translated Documents: The DDOE translates key documents related to special education into multiple languages to provide information to non-English speaking families.
– Interpretation Services: School districts in Delaware are required to provide interpretation services to parents who do not speak English at Individualized Education Program (IEP) meetings or other important meetings related to their child’s education.
– Parent Support Groups: There are several parent-led support groups throughout the state that provide networking opportunities and support for families of children with disabilities.
– Specialized Information Sessions: The DDOE hosts information sessions specifically geared towards parents of ELL students receiving special education services to educate them about their rights and the services available.

Overall, there is a strong emphasis on providing resources and support to ensure that immigrant parents have access to the same information and opportunities as parents of non-immigrant children with special education needs.

5. How are language barriers addressed when developing individualized education plans (IEPs) for immigrant students in Delaware?


In Delaware, language barriers are addressed when developing individualized education plans (IEPs) for immigrant students in the following ways:

1. Identification of language needs: When a student is enrolled, schools in Delaware conduct a home language survey to determine the primary language spoken at home. If the primary language is not English and the student has difficulty with English proficiency, further evaluation is conducted to determine if the student requires special education services.

2. Use of interpreters: If a student’s family speaks a different language, an interpreter is provided during IEP meetings to ensure effective communication between school staff and parents/guardians.

3. Bilingual/ESL support services: If the student qualifies for special education services, they may also receive additional supports such as bilingual instruction or English as a second language (ESL) services to help them access their education.

4. Culturally responsive IEP development: The IEP team takes cultural factors into consideration when developing individualized education plans for immigrant students. This includes considering cultural values and beliefs that may impact the child’s learning experience and ensuring that goals and accommodations are appropriate for their cultural background.

5. Accessible translated documents: In Delaware, all IEP documents are available in multiple languages to ensure that parents/guardians can understand and participate fully in their child’s education plan.

6. Collaboration with community organizations: Schools in Delaware work closely with community organizations that serve immigrant families to provide resources and support for both students and their families.

7. Professional development for educators: Delaware provides professional development opportunities for educators on working with culturally diverse students, including strategies for supporting immigrant students with limited English proficiency in their classrooms.

Overall, Delaware prioritizes collaborative decision-making and culturally responsive practices when developing IEPs for immigrant students with special needs to ensure effective communication and access to quality education.

6. Do parents of immigrant students have the same rights as other parents when it comes to making decisions about their child’s special education services in Delaware?

Yes, parents of immigrant students have the same rights as other parents when it comes to making decisions about their child’s special education services in Delaware. Under the Individuals with Disabilities Education Act (IDEA), all parents have the right to participate in the decision-making process and be actively involved in their child’s educational plan, regardless of their immigration status.

This means that parents of immigrant students can participate in meetings and discussions about their child’s special education needs, provide input on their child’s Individualized Education Plan (IEP), and exercise their right to consent or refuse services for their child.

Parents also have the right to an interpreter or translator if they do not speak English proficiently, ensuring that language barriers do not impede their ability to fully understand and participate in the process.

Additionally, schools are required to provide information and notices about a child’s special education services in a language that parents can understand. This allows immigrant parents to be fully informed and involved in their child’s education.

7. Are there any specific culturally relevant resources or supports available for immigrant families navigating the special education system in Delaware?


Yes, there are several resources and supports available for immigrant families navigating the special education system in Delaware:

1. Parent Information Center of Delaware (PIC): This organization provides information, training, and support to families of children with disabilities. They have a special section on their website dedicated to resources and information for immigrant families.

2. The Delaware Immigrant Alliance for Children and Families: This organization offers training, resources, and advocacy for immigrant families with children who have disabilities.

3. Spanish-Speaking Program at Christina School District: This program provides support and resources for Spanish-speaking families of students with disabilities in the Christina School District.

4. Office of Civil Rights (OCR) Language Assistance Resources: The OCR provides translated materials in various languages to help parents understand their rights in the special education process.

5. Community Legal Aid Society Inc.: This organization offers legal services and representation to low-income individuals experiencing issues with special education.

6. Delaware Statewide Parent Advocacy Network (SPAN): SPAN provides workshops, trainings, and support groups for parents of children with disabilities, including those from immigrant backgrounds.

7. Bilingual Special Education Resource Specialist (BSERS) Program: This program provides culturally responsive technical assistance to schools and districts serving English language learner (ELL) students with disabilities.

8. Interpretation Services from School Districts: Many school districts in Delaware offer interpretation services for parents who speak languages other than English during the special education process.

9. Immigrant Service Provider Network (ISPN): ISPN is a consortium of organizations that works together to improve access to quality services for immigrants in Delaware, including those related to education and disabilities.

10. Language Line Services: Language Line Services provide over-the-phone interpretation services in multiple languages when needed by schools or district offices during IEP meetings or other meetings related to special education.

8. How are service providers trained to work with culturally and linguistically diverse (CLD) students who also have special needs in Delaware?


In Delaware, service providers are trained to work with culturally and linguistically diverse (CLD) students who also have special needs through a variety of methods, including:

1. Professional Development Workshops: The Delaware Department of Education offers various workshops and training sessions for educators and service providers on topics related to serving CLD students with special needs. These trainings cover topics such as cultural competency, understanding the needs of CLD students with disabilities, and strategies for supporting their academic and social-emotional development.

2. Collaboration with Cultural Organizations: Many schools and districts in Delaware have partnerships with local cultural organizations to provide culturally sensitive support to CLD students with special needs. These partnerships include training opportunities for service providers as well as resources for families.

3. Special Education Regulations: All service providers working in special education in Delaware are required to follow state regulations that ensure equity and access for all students, including CLD learners. These regulations include specific guidelines on accommodating the cultural and linguistic needs of diverse students with disabilities.

4. Individual Education Program (IEP) Planning Process: When creating an IEP for a CLD student with special needs, service providers are encouraged to involve the student’s family members or caregivers who can provide valuable insights into the student’s culture and language background.

5. Collaborative Team Approach: Service providers in Delaware are expected to use a team-based approach when working with CLD students who have special needs. This involves collaborating with other educators, school staff, families, community organizations, and experts in cultural diversity to develop appropriate interventions and supports.

6. Ongoing Professional Development: Service providers are encouraged to engage in ongoing professional development related to working with diverse populations of students with disabilities. This may include attending conferences or webinars focused on multicultural education or disability advocacy.

7. Culturally Responsive Teaching Strategies: In addition to specific training on working with CLD students who have special needs, service providers in Delaware are also trained in culturally responsive teaching strategies. This includes using culturally relevant materials and incorporating students’ cultural and linguistic backgrounds into instruction.

8. Diversity, Equity, and Inclusion (DEI) Initiatives: Many schools and districts in Delaware have implemented DEI initiatives to promote inclusive and equitable practices for all students, including those with special needs. These initiatives often include ongoing training and professional development opportunities for service providers to support CLD students with disabilities.

9. Does the state offer any additional funding or resources specifically for supporting the unique needs of immigrant students with disabilities in Delaware?


Yes, the state of Delaware offers additional funding and resources for supporting the unique needs of immigrant students with disabilities through the following initiatives:

1) Title III Immigrant Education Program: This federal program provides funding to schools with high numbers of immigrant students, including those with disabilities, to support language instruction and academic achievement.

2) English Language Learners (ELLs) Resource Teacher Program: The Delaware Department of Education provides funding for districts to hire ELL resource teachers who are trained in supporting students with diverse backgrounds and abilities, including immigrants with disabilities.

3) Bilingual Teaching Fellows Program: Through this program, bilingual educators receive specialized training in special education issues and provide support for immigrant students with disabilities in their home languages.

4) ESL and Diversity Support Unit: The ESL and Diversity Support Unit within the Delaware Department of Education offers assistance to schools in serving the needs of diverse student populations, including immigrant students with disabilities.

5) Multicultural Specialist Network: This network provides professional development opportunities for school personnel on effectively supporting culturally and linguistically diverse students, including those with disabilities.

6) Special Education Parent Engagement Initiative: This initiative aims to increase involvement of parents from diverse cultural backgrounds in their child’s special education services through targeted outreach and support.

7) Office for Culturally and Linguistically Diverse Exceptional Children (CLDEC): The CLDEC oversees programs and services designed to meet the educational needs of culturally and linguistically diverse students with disabilities. They also provide resources and guidance for educators working with these populations.

10. Is there a process in place to ensure that cultural biases do not impact the identification and placement of immigrant students into special education programs in Delaware?


Yes, the Delaware Department of Education has established several policies and procedures to ensure that cultural biases do not impact the identification and placement of immigrant students into special education programs.

Firstly, schools are required to follow federal laws and regulations, including the Individuals with Disabilities Education Act (IDEA) which prohibits discrimination against students with disabilities. This includes ensuring that cultural or linguistic differences do not result in inappropriate identification or placement in special education programs.

Secondly, the state has established a multi-tiered system of support for all students, including those who are English Language Learners (ELL) or immigrants. This system ensures that all students receive appropriate academic and behavioral supports before being referred for special education evaluations. The goal is to reduce the overidentification of culturally and linguistically diverse students in special education.

Furthermore, the state provides professional development opportunities for educators on cultural competency and understanding cultural differences in communication styles, behaviors, and learning styles. This helps teachers to recognize potential cultural biases and provide appropriate accommodations and supports for immigrant students.

Additionally, schools must use a variety of assessment tools and methods to determine if a student has a disability rather than relying on one standardized test or evaluation. This allows for a more comprehensive understanding of the student’s abilities and reduces the impact of potential cultural biases on the assessment process.

Lastly, parents are encouraged to be involved in their child’s educational journey. Schools must provide translated communication materials and interpreters if necessary to ensure that parents have an equal opportunity to participate in their child’s education. Parents also have the right to request an independent evaluation if they disagree with the school’s assessment of their child.

Overall, Delaware has implemented several measures to prevent cultural biases from impacting the identification and placement of immigrant students into special education programs. By following federal laws, providing training for educators, involving parents in decision-making processes, and using multiple assessments methods, Delaware aims to ensure that all students receive equitable access to education regardless of their cultural backgrounds.

11. Are there any waivers or exemptions available for certain requirements related to special education services for recent immigrants who may not have formal documentation yet, such as an Individualized Family Service Plan (IFSP) or IEP?

There are no specific waivers or exemptions for recent immigrants who do not have formal documentation yet, such as an IFSP or IEP. However, schools may work with families and provide appropriate support and services while they obtain the necessary documentation. In addition, under the Individuals with Disabilities Education Act (IDEA), school personnel must consider all relevant information regarding a child’s educational needs when determining eligibility for special education services, including information from parents or guardians and individualized assessments. Schools can also collaborate with community agencies to help assess and support the needs of newly arrived students.

12. How does transportation assistance factor into providing equitable access to special education services for immigrant students scattered throughout rural areas of Delaware?


Transportation assistance is a crucial factor in providing equitable access to special education services for immigrant students scattered throughout rural areas of Delaware. Many immigrant families may not have access to reliable transportation, which may prevent their children from being able to attend school regularly or participate in after-school programs that provide special education services.

Providing transportation assistance can help ensure that these students have equal opportunities to receive the support and resources they need for their educational success. It can also help minimize the burden on families who may already be facing financial challenges and other barriers to accessing services.

Additionally, transportation assistance can contribute to creating a more inclusive and diverse learning environment by facilitating the integration of immigrant students into the larger community. By removing logistical barriers to accessing education, transportation assistance can promote equity and ensure that all students, regardless of their background or location, have access to the same quality of education.

13.Are charter schools and private schools held accountable for providing appropriate accommodations and supports to eligible CLD/immigrant students with disabilities in accordance with federal laws like IDEA, Section 504, ADA, etc., in addition to state laws and regulations in Delaware?


Yes, charter schools and private schools in Delaware are required to provide appropriate accommodations and supports to eligible CLD/immigrant students with disabilities in accordance with federal laws such as IDEA, Section 504, ADA, as well as state laws and regulations. This includes ensuring that these students have access to necessary special education services and supports, as well as accommodating for cultural and linguistic diversity. Failure to do so would be in violation of federal and state laws designed to protect the rights of students with disabilities.

14. Are there any initiatives or partnerships between the state’s special education and immigration offices to ensure immigrant students receive timely services and supports in Delaware?


There do not appear to be any specific initiatives or partnerships between the state’s special education and immigration offices to ensure timely services for immigrant students in Delaware. However, the Delaware Department of Education does have a dedicated Office of English Learners and Refugee Affairs which oversees services for English Language Learners, including those with disabilities. This office provides training and resources for schools to support this population, but there is no specific mention of collaboration with the special education office. Additionally, several districts in Delaware have established partnerships with community organizations and agencies to support immigrant families, but again there is no explicit mention of collaboration between special education and immigration offices in these partnerships.

15. Do school districts in Delaware have a protocol for addressing the unique cultural and linguistic needs of immigrant students with autism, learning disabilities, emotional/behavioral disorders, etc. within their special education programs?


Yes, Delaware school districts are required to have a protocol for addressing the unique cultural and linguistic needs of all students, including those with disabilities. This is outlined in state laws and regulations, as well as federal laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.

Specifically, the Delaware Department of Education (DDOE) provides guidance and resources to support districts in meeting the needs of diverse learners, including those who are immigrants or English Language Learners (ELLs). This includes providing training on culturally responsive practices in special education and addressing language barriers through the use of interpreters, translated materials, and collaborative partnerships with families.

In addition, each school district is required to have a multicultural education committee that includes representation from special education services. This committee is responsible for ensuring that programs and services meet the cultural and linguistic needs of all students, including those with disabilities.

Furthermore, districts must develop individualized education programs (IEPs) for students with disabilities that take into consideration their language proficiency and cultural background. Special education teachers also receive training in working with diverse populations and ensuring culturally responsive practices are incorporated into student’s IEPs.

Overall, while protocols may vary slightly among school districts in Delaware, it is mandated by law that all districts address the unique cultural and linguistic needs of immigrant students within their special education programs.

16. How is eligibility determined for an immigrant student who may have received limited or no formal education in their home country in regards to special education services in Delaware?


The eligibility for special education services is determined through a multi-step evaluation process. This process includes:

1. Referral: A referral can be made by anyone who has concerns about a student’s educational progress, including teachers, parents, or the student themselves.

2. Review of existing data: The school team will review any available data, such as academic records and parent/teacher observations, to determine the need for further evaluation.

3. Evaluation: If it is determined that an evaluation is needed, the school team will conduct a comprehensive assessment using appropriate assessments and evaluations to gather information about the student’s strengths and needs.

4. Determination of eligibility: After all evaluations are completed, a group of qualified professionals and the student’s parents will meet to discuss the results. Based on this discussion and consideration of all available information, a decision will be made about whether the student is eligible for special education services.

If a student received limited or no formal education in their home country, additional assessments may need to be conducted to get a more accurate understanding of the student’s abilities and needs. These assessments may include bilingual evaluations and observations by bilingual specialists.

It is important to note that eligibility for special education services cannot be based solely on a lack of formal education or language differences. The school team must consider other factors such as cognitive ability, social-emotional development, and academic achievement when making eligibility decisions.

17. Are community organizations and advocacy groups involved in the development of policies and procedures related to special education for immigrant students at the state level in Delaware?


It is unclear whether community organizations and advocacy groups are directly involved in the development of policies and procedures related to special education for immigrant students at the state level in Delaware. However, these groups may have some influence through their participation in public hearings and comment periods on proposed policies, as well as through their collaboration with state education agencies and other stakeholders. Additionally, the Delaware Department of Education has an Office of Equity and Inclusion that works to address issues of educational equity, including for immigrant students. This office may work closely with community organizations and advocacy groups in developing policies related to special education for immigrant students.

18. What additional resources are available for schools with a large population of immigrant students who have disabilities to ensure they receive appropriate interventions and specialized services that meet best practices?


There are several resources available for schools with a large population of immigrant students who have disabilities. These include:

1. National Center on Immigrant Integration Policy (NCIIP): This center, part of the Migration Policy Institute, provides research and policy analysis on issues related to immigrant integration, including education. They offer tools and resources for schools and educators working with immigrant students.

2. Office of Special Education Programs: The U.S. Department of Education’s Office of Special Education Programs (OSEP) provides funding, technical assistance, and resources to support the education of children with disabilities. OSEP has a specific focus on ensuring that students from diverse backgrounds receive equitable access to special education services.

3. State departments of education: Many state departments of education have resources and supports specifically designed for schools with large populations of immigrant students or English language learners (ELLs). These can include trainings, grants, and guidance on how to best support these students in special education.

4. Regional resource centers: The U.S. Department of Education funds 10 regional resource centers that provide technical assistance and training to states, school districts, and other entities involved in the provision of special education services. These centers may have specific resources or expertise related to serving immigrant students with disabilities.

5. Collaborations with community organizations: Connecting with local community organizations that work with immigrants can be beneficial for schools seeking to support their immigrant student population. These organizations may be able to provide cultural competency training, language support services, and connections to families who may need additional resources or information.

6. Professional development opportunities: Schools can also seek out professional development opportunities for staff around educating diverse learners, cultural competency, and providing appropriate interventions for students with disabilities from different backgrounds.

7. Research-based interventions: It is important for schools to use research-based interventions when working with individuals with disabilities from any background. The What Works Clearinghouse is a useful resource for finding evidence-based interventions and practices for students with disabilities.

8. Individualized Education Programs (IEPs): When working with immigrant students with disabilities, it is important to ensure that the IEP team includes individuals who can help address any cultural or language barriers that may affect the student’s educational progress. This may include bilingual special education teachers or interpreters.

9. Collaboration and communication: It is crucial for schools to collaborate and communicate effectively with families of immigrant students with disabilities, as they may face unique challenges in understanding and navigating the special education system. Maintaining open lines of communication and involving families in decision-making processes can lead to better outcomes for these students.

10. Multicultural competency training: Schools should provide ongoing professional development for staff on multicultural competency, cultural sensitivity, and understanding the needs of diverse learners. This can help create a more inclusive and supportive environment for all students, including those from immigrant backgrounds who have disabilities.

19. Have there been any recent changes or updates made to laws or regulations related to providing special education services to immigrant students in Delaware?

As of 2021, there have been no recent changes or updates made to laws or regulations specifically related to providing special education services to immigrant students in Delaware. However, the state does have a number of policies and procedures in place to ensure that all students, including immigrants, receive appropriate and equitable special education services.

Some relevant state laws and regulations include:

– The Individuals with Disabilities Education Act (IDEA), a federal law that requires all states to provide a free appropriate public education (FAPE) to students with disabilities, regardless of their immigration status. This law also outlines specific procedures for identifying and evaluating students who may need special education services.
– The Delaware Department of Education’s Special Education Manual, which provides guidance and procedures for implementing IDEA in the state.
– The Delaware Department of Education’s English Learner Program Guidelines, which outline best practices for supporting English language learners (ELLs) in accessing high-quality instruction and making progress towards English proficiency.
– Delaware’s Office of Civil Rights Non-Discrimination Policy, which prohibits discrimination against students based on their race, color, national origin (including immigration status), sex, sexual orientation, gender identity or expression, disability, age, marital status or religion.

In addition to these laws and policies, school districts are responsible for ensuring compliance with federal and state requirements for serving students with disabilities and ELLs. This can include providing translation and interpretation services as needed for parents who do not speak English or have limited English proficiency. Overall, the goal is to ensure that all students have access to an equal educational opportunity regardless of their background or immigration status.

20.Are there minimum qualifications or certifications required for bilingual special education teachers working with immigrant students with disabilities in Delaware?


Yes, bilingual special education teachers working with immigrant students with disabilities in Delaware must meet the following minimum qualifications:
1. A Bachelor’s degree in Education or related field
2. State certification in both Special Education and Bilingual Education
3. A valid teaching certificate issued by the Delaware Department of Education
4. Fluency in English and a second language commonly spoken by the student population being served
5. Completion of training and professional development in cross-cultural communication, cultural competency, and strategies for working with diverse learners
6. Demonstrated experience or knowledge working with students with disabilities, including understanding of Individualized Education Programs (IEPs) and effective instructional strategies.