Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Special Education and Teaching
Best Practices For English Learners With Disabilities In Us Schools – A Systematic Review, Samiratu Bashiru, Jennifer E. Smith
Best Practices For English Learners With Disabilities In Us Schools – A Systematic Review, Samiratu Bashiru, Jennifer E. Smith
Journal of English Learner Education
This systematic review investigated best practices for enhancing academic achievement among English Learners with Disabilities (ELDs) in US schools. By examining 17 peer-reviewed articles and comparing them to the CEC 2014 Quality Indicators, the study identifies significant practices, including culturally responsive methods, technology integration, evidence-based strategies, addressing service delivery challenges, and improving assessment tools. This review has limitations related to inconsistent terminology and highlights the need for standardized language and continued research. It recommends integrating culturally responsive practices, leveraging technology, and refining inclusive assessment tools. This review provides educators, policymakers, and researchers insights, emphasizing ongoing teacher development and policy alignment …
Understanding Discourse Of Co-Teachers In Middle School Mathematics Inclusive Classrooms, Amanda Lannan
Understanding Discourse Of Co-Teachers In Middle School Mathematics Inclusive Classrooms, Amanda Lannan
Electronic Theses and Dissertations, 2020-
The researcher in this study investigated the verbal discourse moves of co-teachers in middle school mathematics classrooms to solicit students' mathematical thinking with a specific focus on students with disabilities. In this examination of two classrooms, students received high-level mathematics instruction from expertly trained co-teachers. A quantitative analysis of the video transcripts using a validated tool for coding teacher behaviors was used to examine the content and context of mathematical discourse in each of the classrooms. The researcher examined qualitative data using a critical discourse framework. Three themes emerged from the discourse analysis: (a) empowerment of co-teachers, (b) strategic use …