Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

García, Shernaz B.; Tyler, Brenda-Jean

doi:10.1080/00405841003626585

Cited by 28 publications

(17 citation statements)

References 14 publications

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“…Oftentimes, students' learning experiences are fragmented, because individual educators are not qualified to simultaneously address students' disability, their language development, and culturally-responsive practices. (Garcia & Tyler, 2010). Moving toward assetbased inclusive practices, the knowledge and expertise of second language acquisition specialists, special education teachers, and parents must come together.…”

Section: Collaboration and Partnershipsmentioning

confidence: 99%

“…Nationwide, approximately 11% of students with disabilities enrolled in public schools are categorized as English learners (Wisconsin Center for Education Research, 2017). This unique population of students offers opportunities for educators to establish inclusive educational services in which students' cultural, linguistic, and developmental strengths are built on to support their success (Garcia & Tyler, 2010).…”

Section: Introduction To Special Issuementioning

confidence: 99%

“…How can educators do it? How can educators plan services that are responsive to students' disability, their English language status, and their culture (Garcia & Tyler, 2010) and consider the interaction between second language learning and disability (Klingner et al, 2014)? How can educators and parents come together to develop high-quality, inclusive planning for students with disabilities who are learning English?…”

Section: Introduction To Special Issuementioning

confidence: 99%

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Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

Spies

Cheatham

2018

Intervention in School and Clinic

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Students who are learning English is one of the fastest growing groups of students in U.S. public schools. Evidence suggests that students learning English are often placed in segregated special education classrooms seemingly contradicting the Individuals With Disabilities Education Act mandate for the education of students with disabilities to occur within the least restrictive environment including modifications and adaptations to the general curriculum. Successful inclusive practices for students with disabilities who are learning English highlight and build on the cultural, academic, and linguistic strengths students bring to the classroom. This special issue features a variety of articles focused on collaborative, inclusive practices that build on the cultural, academic, and linguistic strengths of students with disabilities who are learning English. The issue focuses on two themes: (a) instruction and support and (b) collaboration and partnerships.

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Section: Collaboration and Partnershipsmentioning

confidence: 99%

Section: Introduction To Special Issuementioning

confidence: 99%

Section: Introduction To Special Issuementioning

confidence: 99%

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Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

Spies

Cheatham

2018

Intervention in School and Clinic

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“…When an ELL student is placed in special education they may be instructed in three different settings, general education, special education and the ELL classrooms (Garcia & Tyler, 2010). Each of these three teachers may use…”

Section: Impact Of Placement In Special Education On Ell Studentsmentioning

confidence: 99%

“…According to Garcia and Tyler (2010), when ELL students are assessed using cultural norms of the dominant white culture, their socio cultural differences are negated.…”

Section: Socio Cultural Frameworkmentioning

confidence: 99%

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

DuBois¹

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Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers' experiences teaching students currently or previously enrolled in an English language learner program who are receiving special education services. This study explored teachers' views of what supports, resources and strategies contribute to student success and their views of the eligibility determination and referral process. In order to address this gap in the literature, an exploratory descriptive qualitative study was conducted by interviewing special educators. The results indicate the participants lacked support in all areas examined including professional development, resources, instructional strategies and the referral and assessment process. This study indicates structural inequity, a systematic bias in the form of a patterned and differential distribution of resources, contributing to limited opportunities for students who are English language learners who are receiving special education. Implications of the study to address structural inequity include the use of culturally responsive pre-referral strategies and knowledge of the acculturation process ii when considering the needs of an ELL student who is struggling academically and incorporating culturally response teaching methods in both general and special education.

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Bilingual Education and Students with Dis/Abilities and Exceptionalities

Beam-Conroy¹,

McHatton²

2015

The Handbook of Bilingual and Multilingual Education

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Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

Cited by 28 publications

References 14 publications

Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?

Bilingual Education and Students with Dis/Abilities and Exceptionalities

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