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Essential Components Of Special Education For English Language Learners With Learning Disabilities: Position Statement Of The Division For Learning Disabilities Of The Council For Exceptional Children, Janette Klingner, Amy L. Boele, Sylvia Linan-Thompson, Diane Rodriguez

Amy Boele

No abstract provided.

Select Methods For Teaching Reading To Ells [Book Chapter], Amy L. Boele

Amy Boele

About this book:

Make appropriate instructional and eligibility decisions for English language learners!

This research-based guide offers educators and service providers proven methods for determining when ELLs are having reading difficulties that are related to language acquisition and when students’ performance issues might be linked to learning disabilities. The book provides an overview of the language acquisition process and outlines:

• Assessment techniques for identifying learning disabilities and measuring proficiency in English

• Instructional tips for working with ELLs who struggle with reading
• A multi-tiered, data-driven intervention model to assist in determining a student’s learning needs
• The role of Response to Intervention …

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Teaching Students With Ld To Use Reading Comprehension Strategies (Book Chapter), Alison Boardman, Janette Klingner, Subini A. Annamma, Brooke A. Moore, Amy L. Boele, A. Davidson, R. Figueroa, N. Sager

Amy Boele

About this book: Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. Applied research has revealed a number of methods for facilitating literacy learning among individuals with learning and behavioral disabilities. Included in this volume are chapters from a group of internationally-prominent authors, addressing important issues in the conceptualizing, assessing, and treating problems in literacy. These chapters include conceptual factors in reading assessment, reading comprehension, and a critique of the 'dyslexia' concept, implementation of Response to Intervention models for treatment of literacy deficits, applications for individuals with Attention …

Does It Say That? Tensions In Teacher Questions When The Text Has The Final Say, Amy L. Boele

Amy Boele

Using sociocultural concepts of authoritative and dialogic discourse, the author sought to examine 5 thgrade teachers’ questioning practices during small group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was to also examine how questions functioned for students with learning disabilities. Qualitative observations, video and audio transcripts, and teacher interviews were used for the ethnographic and discourse analytic methods. Findings reveal how some questions that are designed to transfer responsibility of thought to the students can also work to maintain the location of knowledge within the …

Cultural And Linguistic Diversity In Special Education (Book Chapter), Janette Klingner, Alison Boardman, Subini A. Annamma, Brooke A. Moore, Amy L. Boele, A. Davidson, R. Figueroa, N. Sager

Amy Boele

About this book:

Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principles―what, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book’s objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special …

Challenging The Idea Of Normal In Schools, Subini A. Annamma, Amy L. Boele, Brooke A. Moore, Janette Klingner

Amy Boele

In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework todeconstruct the current, westernised, static ideology of normal. Once deconstructed, we explore current iterations of the ideology of normal in schools. Finally, we suggest using the conceptual framework as a tool to reconstruct the …

Select Methods For Teaching Reading To Ells [Book Chapter], Amy L. Boele

Amy Boele

No abstract provided.

Finding Community Through Stories, Amy L. Boele

Amy Boele

No abstract provided.