Categories

Report: Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide

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Categories

TEACHERS, PRINCIPALS, STUDENTS, identified with disabilities, INSTRUCTION, interventions, EDUCATION, Schools, middle school

Areas

PRACTITIONER:Design and Use of Time and Space, DISTRICT:Inclusive Leadership for Equity and Outcomes

Authors

Barrera, M., Shyyan, V., Liu, K. K., & Thurlow, M. L.

Published

2008, 01/28/2011

Publisher

National Center on Educational Outcomes

Abstract

This study focused on the instructional strategies employed at the middle and junior high school level. Teaching and learning at the middle school level have been found particularly challenging, perhaps because the curriculum places greater cognitive demands on emerging adolescents at a developmental stage when students, especially those who have already been struggling, can be at higher risk for academic failure (Mikow-Porto, Humphries, Egelson, O’Connell, & Teague, 2004). ELLs with disabilities could be at particular risk given the combination of learning challenges they may encounter during the middle school years.

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