دورية أكاديمية
From the Ground Up: Providing Support to Emergent Bilinguals to Distinguish Language Difference from Disability
| العنوان: | From the Ground Up: Providing Support to Emergent Bilinguals to Distinguish Language Difference from Disability |
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| اللغة: | English |
| المؤلفون: | Golloher, Andrea N., Whitenack, David A., Simpson, Lisa A., Sacco, Donna |
| المصدر: | Insights into Learning Disabilities. 2018 15(2):127-147. |
| الإتاحة: | Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Bilingualism, Response to Intervention, Learning Disabilities, Faculty Development, English Language Learners, Teaching Methods, Outcomes of Education, At Risk Students, Regular and Special Education Relationship, Special Education Teachers, Teacher Education, Disproportionate Representation, Culturally Relevant Education, Teacher Collaboration, Elementary School Students |
| تدمد: | 1949-1212 |
| مستخلص: | National Assessment of Educational Progress (NAEP) data reveal that students with disabilities who are emergent bilinguals (English language learners) have the lowest levels of proficiency in reading and mathematics among all student groups. We consider issues related to the instruction of emergent bilinguals, including those identified as having specific learning disabilities, using a Response to Intervention (RTI)/Multi-Tiered Systems of Support (MTSS) model. In so doing, we argue that instructional practices consistent with a robust Tier 1 framework are beneficial to emergent bilinguals with and without learning disabilities while differentiating Tier 2 and 3 interventions may improve outcomes for emergent bilingual students at risk for learning disabilities. To optimize the delivery of services to emergent bilinguals with and without learning disabilities, we propose a collaborative triad among general education, special education, and bilingual resource teachers. We consider implications for classroom practice, staffing, professional development, and educator preparation. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1203413 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1949-1212 |
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