Incorporating English Language Learner Instruction Within Special Education Teacher Preparation

Related Content
Author
Author
Cori M. More, Ph, Cori M. More, PhD‡‘ Tracy Griffin Spies, PhD Joseph John Morgan, PhD Joshua N. Baker, PhD
Institutional Author
Department of Educational and Clinical Studies, University of Nevada Las Vegas, USA
Journal
Internvention in School and Clinic
Details
Resource Type
Journal
Acquisition Number
BE026714
Published Date
01-08-2018 2:53 PM
Published Year
2016
Number of Pages
8
Language(s)
Subscription Only
No
Abstract
The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is important that special education teacher preparation programs incorporate theoretical frameworks and evidence-based practice for students who are ELL into their teacher preparation programs. Indeed, there are several topics and techniques that can be incorporated into special education teacher preparation coursework that have natural connections to topics typically addressed. This article provides a framework to support the inclusion of these strategies as well as specific examples of activities that could be incorporated in coursework to strengthen the preparation of special educators to meet the needs of students who are ELL.
Topics
Professional Development
English Learners with Special Needs
English Learners
English Learners