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Journal of Education and Practice, v3 n9 p52-58 2012

English-language learners (ELLs) with special needs consistently languish in the American school system. The No Child Left Behind Act (NCLB) included ELLs as a minority group and required to hold schools accountable for reducing the achievement gap between ELLs and their white peers, however the act did not provide a specific direction for educators on how to help these students in the school context. A conceptual review was conducted to compiles information on critical issues and challenges ELLs with special needs face as well as useful tips for assessment and instruction. Critical issues and challenges include assessment and identification, teacher preparation and professional development, and legal and policy issues. The useful tips discussed rely on the utilization of guidelines for assessment, Response to Intervention (RTI), and the support of all stakeholders.

Descriptors: English Language Learners, Response to Intervention, Special Needs Students, Guidelines, Academic Achievement, Minority Groups, Identification, Educational Legislation, Federal Legislation, Achievement Gap, White Students, Teacher Education, Faculty Development, Accountability, Student Evaluation, Disproportionate Representation, Educational Policy, Disabilities

IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP[at]iiste.org; Web site: http://iiste.org/Journals/index.php/JEP





Autor: Park, Yujeong; Thomas, Rachel

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1876&id=EJ1100440



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