ERIC Number: ED495903
Record Type: Non-Journal
Publication Date: 2005-Jul
Student Perceptions of Instructional Strategies: Voices of English Language Learners with Disabilities. ELLs with Disabilities Report 11
Shyyan, Vitaliy; Thurlow, Martha; Liu, Kristin
National Center on Educational Outcomes, University of Minnesota
The rapid increase of culturally diverse populations with special needs in the United States has important implications for delivering grade-level, standards-based instruction to English language learners with Individualized Education Programs (ELL/IEP students). One of the major challenges in both special education and bilingual education is the dearth of research on ELL/IEP students' needs. To be consistent with federal education law requirements, there is a need to focus on content in at least three areas--reading, mathematics, and science. The present study builds on earlier work in which educators of ELL/IEP students were asked about instructional strategies (Thurlow, Albus, Shyyan, Liu, & Barrera, 2004). Specifically, educators generated and weighted the importance, feasibility, and use of content areas and instructional strategies for delivering grade-level, standards-based instruction to ELL/IEP students. Although initial strategies included in the research were from Gersten, Baker, and Marks (1998), 30 educators added strategies to that list. The final list of instructional strategies included 27 reading strategies, 19 mathematics strategies, and 23 science strategies. This study was undertaken to obtain students' input on the instructional strategies generated by educators. The following questions served as the focus of this study: (1) What instructional strategies do ELL/IEP students consider important in reading, mathematics, and science standards-based instruction? (2) What instructional strategies are feasible, as perceived by ELL students with disabilities? and (3) What instructional strategies are employed in the instruction of ELL students with disabilities? Appended are: (1) Instructional Strategies; and (2) Content Area and Instructional Strategy Weightings. (Contains 5 tables and 7 figures.)
Descriptors: Second Language Learning, English (Second Language), Educational Strategies, Reading Strategies, Individualized Instruction, Individualized Education Programs, Limited English Speaking, Special Education, Bilingual Education, Special Needs Students, Mathematics Instruction, Reading Instruction, Science Instruction, Student Attitudes
National Center on Educational Outcomes. University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: email@example.com; Web site: http://education.umn.edu/NCEO/
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.; Council of Chief State School Officers, Washington, DC.; National Association of State Directors of Special Education, Alexandria, VA.
Identifiers - Location: United States