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Full-Text Articles in Education
Identification Of Hispanic English Language Learners In Special Education, Gail I. Becker, Aaron R. Deris
Identification Of Hispanic English Language Learners In Special Education, Gail I. Becker, Aaron R. Deris
Special Education Department Publications
Overrepresentation of English language learners (ELLs) in special education is a current problem. Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors. Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes. School employees are still confused about the proper placement of English language learners (ELLs). What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education. Furthermore, many students in need of special education may be overlooked …
Identification Of English Language Learners In Special Education, Sonia George
Identification Of English Language Learners In Special Education, Sonia George
All Capstone Projects
This study investigated the knowledge and opinions of teachers with regards to the identification of English language learners (ELLs) for special education services. The participants were 22 general education and special education teachers at two schools in a school district in the Chicago suburbs. The data collected included responses to a questionnaire. The questionnaire asked teachers to consider different factors that influence the placement of ELLs in special education. The results indicated that teachers did not believe there is a disproportionate amount of ELLs being identified for special education. On average, approximately 90% of the teachers surveyed believe that teacher …
Not Another One: The Over Identification Of Hispanic Children In Ecse, Gail I. Becker, Aaron R. Deris
Not Another One: The Over Identification Of Hispanic Children In Ecse, Gail I. Becker, Aaron R. Deris
Special Education Department Publications
This session presents a current study that examined the overrepresentation of Hispanic English language learners in early childhood settings. Results of this phenomenological study will be reviewed along with implications for practitioners. Participants will gain an understanding of the needs of English language learners and ways to increase school professionals' efficacy.
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
The Effects Of A Small-Group Direct Instruction Intervention On The Reading Achievement Of English Language Learners, Laurie Ottehenning
Theses and Dissertations
This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and …
Examining English Language Development Among English Language Learners With Specific Learning Disability, Karla Vanessa Estrada
Examining English Language Development Among English Language Learners With Specific Learning Disability, Karla Vanessa Estrada
LMU/LLS Theses and Dissertations
As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a …
The Cross-Linguistic Effects Of Dialogic Reading On Young Dual Language Learners, Mary Ellen Donovan Huennekens
The Cross-Linguistic Effects Of Dialogic Reading On Young Dual Language Learners, Mary Ellen Donovan Huennekens
Theses and Dissertations
English fluency is a strong predictor of later academic success in the U.S. (Espinosa, 2007) In fact, a child who enters kindergarten with weak English language skills is most at risk for academic failure and dropping out of school; while a child with strong home language (L1) skills is more likely to attain fluency in English (Espinosa, 2007). A large portion of young English learners are acquiring their first and second languages at the same time. It is important to young dual language learners (DLL) that research reveals the best ways to provide effective instruction which helps maintain the home …
The Implementation And Modification Of Three 4th Grade Social Studies Content Lessons For English Language Learners And Students With Disabilities, Benelly Peralta
The Implementation And Modification Of Three 4th Grade Social Studies Content Lessons For English Language Learners And Students With Disabilities, Benelly Peralta
Graduate Student Independent Studies
The focus of this investigation was to take three general social studies content lessons created for a general education classroom and modify them for the particular needs of students with disabilities and English language learners.
Accommodations For English Language Learners On Statewide English Language Proficiency Assessment, Laura M. Kuti, Yaoying Xu
Accommodations For English Language Learners On Statewide English Language Proficiency Assessment, Laura M. Kuti, Yaoying Xu
The Journal of Special Education Apprenticeship
This exploratory research study was conducted to examine federally- mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. The literature was examined for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. The results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities contributes to the limited current research available …
Being The Change We Want To See: Esl And Special Needs Teachers Author Their Past And Their Future, Susan Adams, Jamie Buffington-Adams
Being The Change We Want To See: Esl And Special Needs Teachers Author Their Past And Their Future, Susan Adams, Jamie Buffington-Adams
Susan Adams
Presentation at the National Council of Teachers of English Annual Convention post-convention workshop, Chicago, IL, November 19, 2011.
Troubling The Waters: Alterity In The Experienced Curriculum Of English Language Learners And Special Education Students, Susan Adams, Jamie Buffington-Adams
Troubling The Waters: Alterity In The Experienced Curriculum Of English Language Learners And Special Education Students, Susan Adams, Jamie Buffington-Adams
Susan Adams
Presentation at the 6th International Globalization, Diversity & Education Conference, Spokane, WA, February 2010.
Troubling The Waters: Alterity In The Experienced Curriculum Of English Language Learners And Special Education Students, Susan Adams
Susan Adams
Presentation at the 30th Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, October 2009.
Is It Simply A New Language Or Is It A Learning Problem?, Lynda M. Warner
Is It Simply A New Language Or Is It A Learning Problem?, Lynda M. Warner
Master of Education Program Theses
English Language Learners (ELLs) have been over-identified for placement into special education classes for more than 20 years. Causes include a lack of precisely defined constructs for disabilities, funding methods used by states, failure to follow federal legislation, weak prereferral systems to special education in schools, a huge influx of non-English speaking students to the classroom, and a lack of training amongst teachers. Correctly identifying ELLs who also need special education is difficult, but teachers can safeguard against improper identification by taking into account the social, educational, cultural, and language aspects of students' special circumstances, i.e., the needs of the …