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English-language learners with disabilities are capable of learning and are entitled to high-quality educational experiences. Their academic and social needs should be considered from multiple perspectives. To be effective, bilingual special education programs must implement best practices. This article highlights findings from research devoted to examining the influence of language on teaching and learning.Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. -Paulo FreireIn the current climate of rethinking the structure of urban schools in the United States, efforts are underway to set high standards to promote better teaching and improve learning. Too often, the needs of English language learners (ELLs) with disabilities in urban schools seem to go unnoticed.

This article will highlight strategies to promote interactive distance education activities through special education teacher preparation programs. We begin the discussion by addressing the need for qualified special education teachers in rural areas. We then introduce the potential of distance education via online instruction as a platform for preparing special education teachers to alleviate the current shortages experienced by rural communities. Effective interactive distance education strategies are introduced as a means to improve the quality of distance education preservice teacher preparation programs.

The number of English language learners (ELL) students in the US is increasing dramatically. The growth is even more evident in rural areas of the United States such as North Carolina where teachers are facing classrooms with a majority of second language learners. The authors conducted a study interviewing 24 teachers at a rural elementary school in eastern North Carolina. Teachers were interviewed regarding their perceptions of their preparedness to teach English language learners in the mainstream classrooms. Findings revealed that teacher training programs have not prepared these individuals for the student population they face today regardless of the year in which they received their teaching licenses. All teachers showed a strong desire to learn more at this time in their careers, but emphasized their lack of prior training. The study found that even though teachers lacked confidence, they were effectively educating this growing population. The authors discuss the responsibility of Institutions of Higher Education (IHE) to provide formal education in teaching students from diverse language backgrounds.

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