Standards-Based Instructional Strategies for English Language Learners with Disabilities. ELLs with Disabilities Report 18

Autor/inn/en	Albus, Deb; Thurlow, Martha; Clapper, Ann
Institution	National Center on Educational Outcomes, Minneapolis, MN.
Titel	Standards-Based Instructional Strategies for English Language Learners with Disabilities. ELLs with Disabilities Report 18
Quelle	(2007), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Educational Objectives; State Standards; Outcomes of Education; Reading Strategies; Second Language Learning; Disabilities; English (Second Language); Mathematics Instruction; Science Instruction; Reading Instruction + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseunterricht
Abstract	This report presents the findings of a study by the National Center on Educational Outcomes (NCEO). To gather data for the study, NCEO designed a document review of state standards and supplementary instructional documents to help answer such questions as: Do states recommend instructional strategies in reading, mathematics, or science for English Language Learners (ELLs) with disabilities? What is the nature of the instructional strategies being recommended in general, and for ELLs with disabilities? How are the strategies communicated to educators? This report presents NCEO's findings, sharing them across states. The NCEO found 69 instructional strategy passages. Of these, it found one strategy recommended for use with ELLs with disabilities, 11 for use with ELLs, 36 for students with disabilities, and 21 for use with students generally. By content area, there were 40 reading strategies, 22 math strategies, and 7 additional strategies recommended for combined content areas of science and math. It is concluded that more research on instructional strategies is needed with students across a range of language and cultural backgrounds with diverse types of disabilities. (Contains 7 tables.) (ERIC).
Anmerkungen	National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10