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

Authors

Tracy Griffin Spies PhD, University of Nevada, Las VegasFollow
Gregory A. Cheatham PhD, University of Kansas

Document Type

Article

Publication Date

3-23-2018

Publication Title

Intervention in School and Clinic

First page number:

1

Last page number:

3

Abstract

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.

Keywords

Learning strategies; Academic; Diversity; Diversities; Family; IEP process; Inclusion

Disciplines

Bilingual, Multilingual, and Multicultural Education | Disability and Equity in Education

Language

English

Repository Citation

Spies, T. G., Cheatham, G. A. (2018). Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English. Intervention in School and Clinic 1-3.
http://dx.doi.org/10.1177/1053451218762580