ERIC Number: EJ1188172
Record Type: Journal
Publication Date: 2018-Sep
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Why Working Apart Doesn't Work at All: Special Education and English Learner Teacher Collaborations
Kangas, Sara E. N.
Intervention in School and Clinic, v54 n1 p31-39 Sep 2018
With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students' academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies--cocreating individualized education programs and instituting consultations--special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.
Descriptors: English Language Learners, Special Education Teachers, Teacher Collaboration, Individualized Education Programs, Disabilities, Teaching Methods, Teacher Role, Language Teachers, Bilingual Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Educational Strategies, Holistic Approach, Public School Teachers
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A