Why Working Apart Doesn't Work at All: Special Education and English Learner Teacher Collaborations

Autor/in	Kangas, Sara E. N.
Titel	Why Working Apart Doesn't Work at All: Special Education and English Learner Teacher Collaborations
Quelle	In: Intervention in School and Clinic, 54 (2018) 1, S.31-39 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451218762469
Schlagwörter	English Language Learners; Special Education Teachers; Teacher Collaboration; Individualized Education Programs; Disabilities; Teaching Methods; Teacher Role; Language Teachers; Bilingual Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Educational Strategies; Holistic Approach; Public School Teachers + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrstrategie; Holistischer Ansatz
Abstract	With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students' academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies--cocreating individualized education programs and instituting consultations--special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2020/1/01