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ERIC Number: ED499409
Record Type: Non-Journal
Publication Date: 2007-Feb
Pages: 41
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: N/A
Standards-Based Instructional Strategies for English Language Learners with Disabilities. ELLs with Disabilities Report 18
Albus, Deb; Thurlow, Martha; Clapper, Ann
National Center on Educational Outcomes, University of Minnesota
This report presents the findings of a study by the National Center on Educational Outcomes (NCEO). To gather data for the study, NCEO designed a document review of state standards and supplementary instructional documents to help answer such questions as: Do states recommend instructional strategies in reading, mathematics, or science for English Language Learners (ELLs) with disabilities? What is the nature of the instructional strategies being recommended in general, and for ELLs with disabilities? How are the strategies communicated to educators? This report presents NCEO's findings, sharing them across states. The NCEO found 69 instructional strategy passages. Of these, it found one strategy recommended for use with ELLs with disabilities, 11 for use with ELLs, 36 for students with disabilities, and 21 for use with students generally. By content area, there were 40 reading strategies, 22 math strategies, and 7 additional strategies recommended for combined content areas of science and math. It is concluded that more research on instructional strategies is needed with students across a range of language and cultural backgrounds with diverse types of disabilities. (Contains 7 tables.)
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: nceo@umn.edu; Web site: http://education.umn.edu/NCEO/
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.