In her 33 years as an educator, inclusion specialist, program coordinator, administrator, and professional developer, Marybelle has acquired experience within the fields of ESL, Bilingual Education, Bilingual Special Education, Special Education instruction and evaluation, and Professional Development. She has adjunct at various colleges and universities in teacher programs. These include, but are not limited to: Central Connecticut State University, College of New Rochelle, College of Mount Saint Vincent, and the University pf Maryland-Baltimore Campus.
For the Center for Applied Linguistics she has provided coaching, workshops, and presentations for schools, districts, national conferences, and various education based organizations in topics involving Bilingual Students, English Learners, and Second Language Acquisition. Marybelle has a B.A. in Psychology & Spanish Language & Literature, an M.A. in Bilingual Special Education, and an M.S. in Administration & Supervision with a specialty in professional development. She is also a US Department of Education Title VII Fellow in Bilingual Special Educations. In her spare time, Marybelle is an avid reader, cook, and crafter. She also volunteers as a lector at her local church.
CAL is collaborating in the operation of this Comprehensive Technical Assistance Center to provide capacity-building assistance to Michigan, Indiana, and Ohio in their efforts to improve the education of English language learners.
In learning a first or second language, learning disabilities (LD) often affect language-based tasks such as reading, spelling, writing, or listening. While digital learning resources can be transformative to meet the unique needs of students with an LD, overcoming barriers to digital access for these learners, particularly those with IEPs or 504 plans, should be carefully considered and addressed.
Castro/Artiles Book Launch Event! Language, Learning, and Disability in the Education of Young Bilingual Children
Pre-Conference Institute: RTI/MTSS Implementation: Identifying and Supporting EL Academic Achievement
When linguistically diverse students struggle academically, it is school's/district's responsibility to assess whether it is due to language differences or disability. Successful implementation of response to intervention (RTI) multitiered system of supports (MTSS) is key to ensuring that EL's receive appropriate intervention to maximize their academic achievement and language acquisition.