School Leaders Taking Responsibility for English Language Learners with Disabilities

Autor/inn/en	Thurlow, Martha; Barrera, Manuel; Zamora-Duran, Grace
Titel	School Leaders Taking Responsibility for English Language Learners with Disabilities
Quelle	In: Journal of Special Education Leadership, 19 (2006) 1, S.3-10 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Individualized Education Programs; Second Language Learning; Disabilities; Educational Opportunities; Access to Education; Leadership Responsibility; Instructional Leadership; English (Second Language); Limited English Speaking; Special Needs Students; Student Diversity; Federal Legislation; Student Evaluation; Academic Standards; Regular and Special Education Relationship; Teacher Competencies + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Zweitsprachenerwerb; Handicap; Behinderung; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Instruction; Leadership; Erziehung; Führung; English as second language; English; Second Language; Englisch als Zweitsprache; Sonderpädagogischer Förderbedarf; Bundesrecht; Schulnote; Studentische Bewertung; Lehrkunst
Abstract	Few educators today would argue with statements about the growing diversity of the children being educated in most schools. There is acceptance and often celebration of this diversity, including the growth and dispersal of the population of children and youth from diverse linguistic backgrounds, but there are also concerns about the ability to build on the opportunities that the diversity brings. This is especially the case when additional challenges accompany the diversity, such as language challenges or disability challenges. School leaders must step up for English language learners with disabilities because of their vulnerability in the educational system. It is too easy for educators to overlook these children unless a leader is out in front making sure that their needs are continually addressed. While the Individualized Education Program (IEP) team makes the individual decisions for the child who is an English language learner with disabilities, school leaders set the tone for expectations for these children, for educational opportunities and services, and for guiding principles about what should and should not take place in the education of these students. To assume this leadership role, school leaders need to be armed with some important basic information and suggestions for leading school and systems-based efforts in the education of students with disabilities who are learning English as a second language. In this article, the authors discuss the nature and scope of the student population of English language learners with disabilities, along with associated factors that may pose potential difficulties in providing educational services. They also discuss the apparent dilemmas already emerging as educators have attempted to address the needs of these learners. Finally, they present suggestions for school leaders as they assume more direct responsibility for ensuring adequate services to support the education of English language learners with disabilities. (Contains 1 table.) (ERIC).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10