The Case for Collaboration: Integrating Information on English Learners and Special Education in Teacher Preparation Programs

Autor/in	Stein, Jennifer Canillas
Titel	The Case for Collaboration: Integrating Information on English Learners and Special Education in Teacher Preparation Programs
Quelle	In: Multicultural Education, 19 (2011) 3, S.35-40 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Educational Strategies; Second Language Learning; Cooperation; School Districts; Beginning Teachers; Professional Development; Referral; English (Second Language); English Language Learners; Special Education; Mentors; Teacher Role; Prereferral Intervention; Teacher Education Programs; Classification; Disproportionate Representation; Individualized Education Programs; California + Suchen Sie Ihr Suchwort? Lehrstrategie; Zweitsprachenerwerb; Co-operation; Kooperation; School district; Schulbezirk; Junior teacher; Junglehrer; English as second language; English; Second Language; Englisch als Zweitsprache; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Disziplinierung; Classification system; Klassifikation; Klassifikationssystem; Individualized education program; Individualisierendes Lernen; Kalifornien
Abstract	Although public school districts in Southern California are experiencing declining enrollment overall, accompanying this decline is a continuing increase in the percentage of students classified as English language learners (EL). In one Southern California school district with an enrollment of approximately 5,500, EL represented almost 31% of students. This district employed one teacher on special assignment (TOSA) as the District English Language Development (ELD) Coach. As is common for ELD specialists, this person mentored teachers in utilizing instructional strategies for EL and provided professional development; however, an additional responsibility was added to the already full list: attending all Student Study Team (SST) meetings held for EL throughout the entire school district. Numerous experiences at SST meetings for EL led to a reexamination of the teacher's role in the pre-referral process until it became a central focus for professional development and new teacher training, especially for cases involving EL. The need for teachers to understand and be more prepared for their role in the prereferral process became evident, especially for beginning teachers without the advantage of years of classroom experience. In this article, the author presents a brief compilation of some of the observations made during this time, including the proposition that a study of the classroom teacher's role in the pre-referral and referral process, especially in relation to EL, should be included in teacher preparation programs in collaboration with special education professionals. Finally, recommendations for further research in this area that arose are discussed. (Contains 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10