Incorporating English Language Learner Instruction Within Special Education Teacher Preparation

Document Type

Article

Publication Date

1-1-2016

Publication Title

Intervention in School and Clinic

Volume

51

Issue

4

First page number:

229

Last page number:

237

Abstract

The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is important that special education teacher preparation programs incorporate theoretical frameworks and evidence-based practice for students who are ELL into their teacher preparation programs. Indeed, there are several topics and techniques that can be incorporated into special education teacher preparation coursework that have natural connections to topics typically addressed. This article provides a framework to support the inclusion of these strategies as well as specific examples of activities that could be incorporated in coursework to strengthen the preparation of special educators to meet the needs of students who are ELL. © 2015, Hammill Institute on Disabilities 2015.

Keywords

bilingual issues; considerations; curriculum; diversity(ies); diversity(ies); linguistic; multicultural

Language

English

Find It

UNLV article access

Search your library

Share

COinS