Dual Language Learners with Special Needs: Planning for Efficacious Classroom Implementation of Language Goals

Autor/in	Archey, Xochitl
Titel	Dual Language Learners with Special Needs: Planning for Efficacious Classroom Implementation of Language Goals
Quelle	(2017), (150 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Claremont Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-8866-8
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Special Needs Students; Second Language Learning; Individualized Education Programs; Bilingual Education; Mixed Methods Research; Questionnaires; Observation; Interviews; Correlation; Educational Objectives; Ideology; Teaching Methods; Equal Education; Access to Education; Planning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Zweitsprachenerwerb; Individualized education program; Individualisierendes Lernen; Bilingual teaching; Bilingualer Unterricht; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Korrelation; Educational objective; Bildungsziel; Erziehungsziel; Ideologie; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Ablaufplanung; Planungsprozess
Abstract	Dual Language Learners (DLLs) with special needs have, historically, faced many cycles of integration and segregation. The formal educational system, in turn, has the potential to perpetuate exclusion or create inclusion and equitable spaces. This research looks at the individualized education programs' (IEPs) language goal outcomes of DLLs with special needs in dual language (DL) programs across four critical tenets; ideological clarity, pedagogical perspective, access for all, and equitable spaces (IPAE) (Alfaro & Hernandez, 2016). Data were collected through a mixed methods approach that encompassed questionnaires, observations, and interviews. Findings indicate that IPAE was strongly correlated with students' IEP language goal outcomes. In this regard, teaching across the IPAE tenets purports an efficacious framework in which to position the education of DLLs with special needs. Some suggestions are extended according to the research findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01