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The piece follows a multilingual child with Down syndrome and describes how early intervention therapy, bilingual communication, and inclusive home expectations shaped the family’s search for an appropriate educational setting. It also reviews definitions, identification issues, and the need for assessment across native language and English, emphasizing variability across states and federally required practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/following-patxis-lead-a-child-centered-journey-of-learning-and-language/584565/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/following-patxis-lead-a-child-centered-journey-of-learning-and-language/584565.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How are English language learners with disabilities defined in the article?","Question",{"text":112,"@type":113},"An ELL with a disability is a student eligible for both special education and English as a second language (ESL) or bilingual education services.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why can identification of ELLs with disabilities vary across the country?",{"text":117,"@type":113},"Different identification issues for special education and ESL/bilingual services create variability, and educators in different locales may not be considering the same students.",{"name":119,"@type":110,"acceptedAnswer":120},"What assessments does federal legislation require for ELLs with suspected disabilities?",{"text":121,"@type":113},"ELLs with suspected disabilities must be assessed in both their native language and English to ensure learning difficulties are evident in both languages and not only due to natural language factors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584565,1792672487,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Impact | L | Feature\u003Cbr>angu | Issue\u003Cbr>age Lea | onEdu\u003Cbr>rners w | cating\u003Cbr>ithD | K-12 E\u003Cbr>isabilities | nglish |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Published by the Institute on Community Integration (UCEDD) & Research and Training Center on Community Living | V | olume | 26 · Num | ber 1 ·Win | ter/Spr | ing 2013 |  |  |\n| \u003Cbr>Monica Sanjur (center back) and her family have traveled a long road to finding the right education setting for Patxi (center front), a multilingual child with Down syndrome. See story below. Photo courtesy of Rachel Whitson/Rachel Whitson Photography.\u003Cbr>Following Patxi’s Lead: A Child-Centered Journey of Learning and Language\u003Cbr>by Monica Sanjur\u003Cbr>My son, Patxi, was diagnosed with Down syndrome two days after his birth. He confused the medical staff by passing his Apgar tests and breastfeeding right after birth. It wouldn’t be the first time he was underestimated. Our family’s journey to find the right educational setting that would nurture Patxi’s abilities has been a long road. In addition, the external limitations that he has faced as a child with a disability growing up in a multilingual environment has had its challenges. Fortuitously, our path led toa public charter school in Washington D.C. that meets his needs and more.\u003Cbr>My husband and I are immigrants. We negotiated two languages and served as interpreters while our parents learned English. My children are growing up in a multiethnic home. They hear Spanish, Tagalog, and English on a daily basis, however, Spanish was their first language. And, in the case of my son, he learned it simultaneously with basic American Sign Language to convey his needs.\u003Cbr>Patxi received early intervention speech therapy and immediately we faced resistance to the use of two languages. Based on his perceived cognitive limitations, professionals felt it was “too much” or “too confusing,” and that we should create an “environment for success.” This reasoning did not concur with information I had based on current research that emphasized an inclusive attitude in the home as key to creating an environment for success. The child with Down syndrome should not be excluded from activities and habits typical to the family. Our expectations were very clear. We\u003Cbr>[Sanjur, continued on page 32] | F\u003Cbr>E\u003Cbr>a\u003Cbr>n 5\u003Cbr>h w they ls\u003Cbr>ed\u003Cbr>s\u003Cbr>a\u003Cbr>c\u003Cbr>r\u003Cbr>e\u003Cbr>t\u003Cbr>t\u003Cbr>m\u003Cbr>a\u003Cbr>c\u003Cbr>t\u003Cbr>E\u003Cbr>afa Ia\u003Cbr>a\u003Cbr>n\u003Cbr>OH R\u003Cbr>| rom\u003Cbr>nglish\u003Cbr>rea grationwide 00,000 ave lim hose first haanguage tudent The aducate\u003Cbr>isabili mall bnd families an edu elated valuathesesteachin\u003Cbr>ore cond disomplex heir panglish re theiamily’sndothmpact ndoth re help eeds o\u003Cbr>What’s\u003Cbr>vervieow-To\u003Cbr>esourc\u003Cbr>| the\u003Cbr>language owing pa. Acc student itedEng lang ve the du whiles with divailable K-12 En ties, and ut growi\u003Cbr>have cators d needs an ing and udents fig approallaborat ability-r needs o rents, how as a second r child’s role in Ieraspec we offer ers from ing our fthis gro\u003Cbr>I\u003Cbr>w Articles Articles\u003Cbr>es\u003Cbr>| Editor\u003Cbr>learners rt of the ording tos with dilish profiuage isn alchalle navigating sabilities.\u003Cbr>knowledge glish lan measure ng. How\u003Cbr>pressing istinguish ddisabi teaching tinto anches? How ion betw elated se fELLs w\u003Cbr>do the\u003Cbr>lang options andividuats oftheir some re people educatio wingst\u003Cbr>nside\u003Cbr>| s\u003Cbr>(ELLs) K-12 sone casabilities ciency.\u003Cbr>otEng ngesothe\u003Cbr>on\u003Cbr>guage their ever, m\u003Cbr>que betwlity-re these d ben caneen larvicesith disspeciuages nd rig lizedE childsponsearound\u003Cbr>n system udent\u003Cbr>| with di choolpolculationin U.S. These arelish, and f learning education\u003Cbr>how to e learners progress, any edustions. Heen lan\u003Cbr>lated needs students efit from schools nguagein meeting abilities? aleducaystems work, hts, and ducation’s educa\u003Cbr>s to thes the courespo population\u003Cbr>| sabilitipulatio, overschoo\u003Cbr>stud inschoinan\u003Cbr>syste\u003Cbr>ffectively\u003Cbr>with iscators\u003Cbr>ow\u003Cbr>guagewh\u003Cbr>? How\u003Cbr>curren\u003Cbr>create\u003Cbr>related\u003Cbr>the","cbCaiovdEFbCOG7I","https://ap.wps.com/l/cbCaiovdEFbCOG7I","pdf",3889541,36,"English","# Overview\n## Who Are English Language Learners with Disabilities?\n## Definition of an ELL with a Disability","[{\"question\":\"How are English language learners with disabilities defined in the article?\",\"answer\":\"An ELL with a disability is a student eligible for both special education and English as a second language (ESL) or bilingual education services.\"},{\"question\":\"Why can identification of ELLs with disabilities vary across the country?\",\"answer\":\"Different identification issues for special education and ESL/bilingual services create variability, and educators in different locales may not be considering the same students.\"},{\"question\":\"What assessments does federal legislation require for ELLs with suspected disabilities?\",\"answer\":\"ELLs with suspected disabilities must be assessed in both their native language and English to ensure learning difficulties are evident in both languages and not only due to natural language factors.\"}]","Following Patxi’s Lead: A Child-Centered Journey of Learning and Language | PDF",1792051462,91]