At the Intersection: Examining Teacher and Administrator Perceptions of ELs and Special Education

Autor/inn/en	Stutzman, Brent; Lowenhaupt, Rebecca
Titel	At the Intersection: Examining Teacher and Administrator Perceptions of ELs and Special Education
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 3, S.1047-1064 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stutzman, Brent) ORCID (Lowenhaupt, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1749240
Schlagwörter	Teacher Attitudes; Administrator Attitudes; Students with Disabilities; Special Education; English Language Learners; Suburban Schools; Teacher Role; Administrator Role; Student Needs; Special Education Teachers; Teacher Collaboration; Student Evaluation; Classification; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerrolle; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Schulnote; Studentische Bewertung; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As the population of students identified as English learners (ELs) with disabilities grows, schools need to be preparing educators to serve this vulnerable population. This paper presents findings from an inductive analysis of interviews with teachers and administrators in one suburban district. We examine the ways teachers and administrators perceive their roles and the needs of these students. We found that teachers grapple with identifying needs of students at the intersection of English Learning and Special Education, determining how best to support them, and coordinating across programs. These struggles seem to stem from a lack of understanding and expertise. We posit that through creative collaboration, special education teachers and ELs can help each other build capacity and dispel misconceptions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01