State-Level Standards-Based Instructional Strategies for ELLs with Disabilities

Autor/inn/en	Albus, Deb; Thurlow, Martha; Clapper, Ann
Titel	State-Level Standards-Based Instructional Strategies for ELLs with Disabilities
Quelle	In: Journal of Special Education Leadership, 19 (2006) 1, S.11-18 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Educational Strategies; State Standards; Second Language Instruction; Disabilities; State Departments of Education; English (Second Language); Language Proficiency; Teaching Methods; Educational Quality; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Lehrstrategie; Fremdsprachenunterricht; Handicap; Behinderung; Kultusministerium; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	The emphasis on research-based instructional methods makes it especially important for educators to be using instructional strategies known to be effective for English language learners (ELLs) with disabilities. Unfortunately, the literature base that addresses instructional strategies for diverse populations of students with varying language proficiency levels and disability types appears to be quite thin. Some ground-breaking work has been done to synthesize the relevant research to best address the needs of these students. State departments of education recognize that educators do not generally have time to seek out literature on instructional strategies related to state standards; therefore, many supplement their state standards documents with other documents that contain instructional recommendations. To better understand how helpful this information might be for educators working with ELLs with disabilities, the authors undertook a study to document the extent to which instructional strategies were provided by state departments. Their findings have some important implications for school leaders. (Contains 3 tables.) (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