Incorporating English Language Learner Instruction within Special Education Teacher Preparation

Autor/inn/en	More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.
Titel	Incorporating English Language Learner Instruction within Special Education Teacher Preparation
Quelle	In: Intervention in School and Clinic, 51 (2016) 4, S.229-237 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451215589183
Schlagwörter	English Language Learners; English Instruction; Special Education Teachers; Teacher Education Curriculum; Integrated Curriculum; Preservice Teacher Education; Educational Strategies; Learning Activities; Knowledge Base for Teaching; Sociocultural Patterns; Linguistic Competence; Cognitive Development; Academic Achievement; Teaching Methods; Evidence Based Practice + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lehrstrategie; Lernaktivität; Teaching theory; Theory of teaching; Unterrichtstheorie; Soziokulturelle Theorie; Sprachkompetenz; Kognitive Entwicklung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is important that special education teacher preparation programs incorporate theoretical frameworks and evidence-based practice for students who are ELL into their teacher preparation programs. Indeed, there are several topics and techniques that can be incorporated into special education teacher preparation coursework that have natural connections to topics typically addressed. This article provides a framework to support the inclusion of these strategies as well as specific examples of activities that could be incorporated in coursework to strengthen the preparation of special educators to meet the needs of students who are ELL. (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