Building a Pathway of Optimal Support for English Language Learners in Special Education

Autor/inn/en	Zetlin, Andrea; Beltran, Dolores; Salcido, Patricia; Gonzalez, Teresa; Reyes, Teresa
Titel	Building a Pathway of Optimal Support for English Language Learners in Special Education
Quelle	In: Teacher Education and Special Education, 34 (2011) 1, S.59-70 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406410380423
Schlagwörter	Second Language Learning; Disabilities; Special Education Teachers; English (Second Language); Language Proficiency; Special Needs Students; Disability Identification; Student Needs; Preservice Teacher Education; Student Teachers; Student Diversity; Student Placement; Learning Modules + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Sonderpädagogischer Förderbedarf; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerpraktikum; Learning module; Lernmodul
Abstract	Historically, neither a positive nor a supportive relationship existed between the population of students designated English language learners (ELLs) and the field of special education. Children's lack of English proficiency was often misinterpreted as a disability and they were referred for special education, whereas others who actually had a disability were misdiagnosed as lacking English proficiency and denied special education services. This article delineates the many problems experienced by ELL students at the identification/referral, evaluation, and placement phases of special education and describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 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	2017/4/10