Experiences of Special Education Teachers Differentiating Instruction for English Language Learners with Disabilities

Autor/in	Applegate, Jennifer A.
Titel	Experiences of Special Education Teachers Differentiating Instruction for English Language Learners with Disabilities
Quelle	(2018), (177 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-4029-9
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; English Language Learners; Student Needs; Individualized Instruction; Special Education Teachers; Teaching Methods; Curriculum; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Individualisierender Unterricht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Grouping; Gruppenbildung
Abstract	Students who are dually identified as English Language Learners (ELLs) and as students with disabilities have unique needs that can be addressed through differentiated instruction. There is a gap in the current literature on the experiences of special education teachers who differentiate instruction in their classrooms to meet the needs of ELLs with disabilities. This basic qualitative study was designed to explore and describe the experiences of special education teachers in the Northeast United States in order to determine how they differentiate instruction for ELLs with disabilities. The research questions guiding this dissertation were: How do special education teachers in the Northeast United States describe their experiences in differentiating instruction for English Language Learners with disabilities? What specific strategies or processes utilized are different when students are dually identified as English Language Learners and with disabilities instead of being only identified as having a disability? The research methodology used in this study was a basic qualitative inquiry and the sample used in this study included special education teachers who worked with students' dually identified as ELLs and with disabilities. All participants were certified special education teachers in the Northeast United States whom described the experiences of differentiating instruction for ELLs with disabilities based upon their instructional expectations, opportunities for collaboration, IEP development, and utilization of assessments and progress monitoring in response to Research Question 1. Special education teachers also described the specific strategies or processes utilized for dually identified students through their access to curriculum, cross content instructional areas of focus, implementation of instructional strategies and utilization of instructional groupings in answer to Research Question 2. The results include a description of how special education teachers in the Northeast United States differentiate instruction for ELLs with disabilities and identify specific strategies utilized for ELLs with disabilities. This growing population of students benefits from instructional strategies that are designed with their unique needs in mind. Further research could be conducted to explore if instructional strategies vary based upon setting or types of disabilities. [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