NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089796
Record Type: Journal
Publication Date: 2016-Mar
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1053-4512
Incorporating English Language Learner Instruction within Special Education Teacher Preparation
More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.
Intervention in School and Clinic, v51 n4 p229-237 Mar 2016
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A