Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners

Autor/inn/en	Karvonen, Meagan; Clark, Amy K.; Carlson, Chelsea; Wells Moreaux, Sheila; Burnes, Jennifer
Titel	Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners
Quelle	In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 4, S.223-239 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karvonen, Meagan) ORCID (Clark, Amy K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969211040256
Schlagwörter	Severe Intellectual Disability; English Language Learners; Student Needs; Barriers; Teaching Methods; Teacher Attitudes; Family Involvement; Special Education Teachers; Elementary Secondary Education; Disability Identification; Needs Assessment; Individualized Education Programs; Delivery Systems; Educational Objectives + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung; Individualized education program; Individualisierendes Lernen; Auslieferung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings suggest that teachers generally do not view disability- and language-related needs as separate and that approaches to instruction tend to follow those perceptions. Some expressed a desire for more support from language professionals in the classroom, whereas others thought their special education classrooms adequately meet student language development needs. Finally, although the teachers we interviewed went to great lengths to engage families in supporting instruction, some reported dissatisfaction with and barriers to those relationships. We discuss our findings in light of the current literature, the study's limitations, and implications for future research and practice. (As Provided).
Anmerkungen	SAGE Publications. 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	2024/1/01