Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School

Autor/in	Rodriguez, Lymari
Titel	Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School
Quelle	(2018), (109 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-8489-7
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Learning Disabilities; English Language Learners; Second Language Instruction; Special Education; Magnet Schools; Bilingual Education; Student Needs; Individualized Instruction; Elementary School Students; Elementary School Teachers; Paraprofessional School Personnel; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Learning handicap; Lernbehinderung; Fremdsprachenunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Bilingual teaching; Bilingualer Unterricht; Individualisierender Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	When second language learners are identified as having learning disabilities, their need for instruction in English language development and the benefits of instruction in their native language are essential for academic success. This could become a challenge for special education students and teachers when the magnet school is a dual language school. The problem addressed in this study was: (1) special education students need differentiated instruction to succeed; and, (2) non-bilingual elementary teachers and paraprofessionals face instructional challenges in helping special education students succeed academically in a dual language magnet program. The purpose of this qualitative, phenomenological study was to document elementary teachers' and paraprofessionals' lived experiences of, and support needed in, helping special education students succeed academically in a dual language magnet program. The purposive sample was ten staff members including six teachers and four paraprofessionals ranging from 1-38 years of professional experience in a dual language program. Data were collected using an online questionnaire sent to the selected participants. Data analysis suggested more professional development is necessary in all areas related to the instruction of second language learners who are special education students. Data analysis also suggested extra bilingual support is necessary to ensure an optimal learning experience for special education students in the dual language school. A recommendation for further research is to replicate this study using a larger sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01