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Educators working with English learners face challenges beyond teaching academic content in languages new to the students.The added layer of problem-solving for students who may have exceptional needs and providing the appropriate support can be a complex process that involves careful decision making.

Providing readily accessible and practical information, this guide addresses the impact of PANDAS and PANS in school settings. Contributors share their expertise and experience to provide educators with a thorough understanding of the disorders, alongside practical strategies for dealing with associated symptoms, such as tics, OCD and ADHD.

The COVID-19 pandemic prompted a shift to virtual learning across many countries and school systems. It is worthwhile to examine the specific ways in which this shift is significant to teacher trainees preparing to work with multilingual learners (MLs). Considering the perspectives of teacher trainees preparing to teach MLs offers an opportunity to identify the questions and concerns that they are likely to have upon graduation. Examining these perspectives can also help to identify ways that teacher trainees can use virtual and remote teaching approaches more constructively. This paper presents findings from a qualitative study of an educator preparation program focused on preparing trainees in content areas along with English to Speakers of Other Languages (ESOL), with a focus on the perspectives of teacher trainees who worked with MLs through virtual and remote modalities during the COVID-19 pandemic. The paper draws on data from an analysis of nine teacher trainees’ response journals and course assignments, and includes themes identified from the teacher trainees’ perceptions of virtual learning for MLs. The findings from the analysis revealed that teacher trainees emphasized the importance of establishing meaningful professional relationships in the virtual setting with their MLs, especially as a way to facilitate effective instruction and online classroom management. Participants also spoke about the importance of developing culturally responsive and sensitive instruction, and stressed the importance of engaging students and families in appropriate, linguistically accessible ways. Implications for future virtual instruction as well as teacher preparation are also discussed.

Encephalitic autoimmune disorders, including PANDAS and PANS cause children to display a wide range of symptoms including OCD, anxiety and tics. This helpful guide provides information for families on diagnosis and medical interventions, alongside practical strategies for support that families can carry out at home.

This article describes findings from a qualitative, practically-focused study of how novice teachers perceive the relevance and effectiveness of their teacher preparation coursework. Interviews and focus groups were conducted with fourteen teachers at two highly diverse elementary schools in an urban area. Participating teachers were in their first, second or third year of teaching, and administrators and teacher mentors were interviewed to provide background information and corroborating input as well. Teachers indicated they felt well prepared in areas such as lesson planning but poorly prepared with respect to skills such as data analysis and relationship-building with students and families. This article concludes with recommendations for improved teacher preparation in areas related to both university coursework and field-based placements.

The purpose of this qualitative study, “Professional development for teachers working with culturally and linguistically diverse students: A qualitative study of teacher perceptions,” was to investigate general educators’ perceptions of existing professional development activities in order to identify program attributes they perceive as likely to facilitate their success in meeting the needs of culturally and linguistically diverse and exceptional students and to recommend elements for inclusion in professional development offerings. The study sought to answer the research question, “What content do teachers perceive a professional development program should include in order to prepare them to effectively meet the needs of culturally and linguistically diverse (CLD) students?” The study used a qualitative, descriptive-exploratory methodology, founded upon phenomenological and case-based research, in order to describe teachers’ perceptions and to interpret them within the context of the specific teaching environment and professional development activities of their school site. In conducting the study, the researcher identified eligible participants through questionnaires; conducted interviews with participants; and collected information from school administrators in order to gather information about the professional development activities at the school. In addition, the researcher reviewed available documents concerning professional development activities and instructional planning support made available to teachers at the school site. Data analysis consisted of coding responses, member checking with participants, and identification and analysis of themes across each data set. Data from the study indicated that participants felt a range of professional development content would be helpful in preparing them to address the needs of culturally and linguistically diverse students, including topics such as students’ backgrounds, prior experiences, and previous schooling; classroom management (which included several sub-topics or relevant issues); linguistic accessibility of instruction; and curriculum and content. Based on the data, it can be concluded that, while specific content was referenced as important to the teachers in the study, the presence of elements such as follow-up, opportunities to put theory into practice and apply new concepts, and informal mentoring, support, and networking activities also played a significant role in teachers’ experiences and perceptions of professional development. Recommendations for additional research and practice are included following the discussion of data.