Overcoming Common Misunderstandings about Students with Disabilities Who Are English Language Learners

Autor/inn/en	Cheatham, Gregory A.; Hart Barnett, Juliet E.
Titel	Overcoming Common Misunderstandings about Students with Disabilities Who Are English Language Learners
Quelle	In: Intervention in School and Clinic, 53 (2017) 1, S.58-63 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451216644819
Schlagwörter	Disabilities; Special Education; Bilingualism; Special Education Teachers; English (Second Language); Second Language Learning; Culturally Relevant Education; Educational Legislation; Equal Education; Federal Legislation; Individualized Education Programs; Misconceptions; Response to Intervention; Parent Participation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bilingualismus; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsrecht; Schulgesetz; Bundesrecht; Individualized education program; Individualisierendes Lernen; Missverständnis; Elternmitwirkung
Abstract	Special education programs are increasingly serving students with disabilities who are English language learners and their families. Facilitating bilingualism is an effective practice and aligns with culturally responsive special education service provision. It is critical for special educators and service providers to learn about bilingualism, second language learning, and students with disabilities to responsibly participate in individualized education program team decision making. This column presents five misunderstandings about students who are English language learners with disabilities. Based on the research literature, responses to each misunderstanding are presented and include implications and recommendations for special educators. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01