ERIC Number: EJ887066
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 106
Preparing Highly Qualified Teachers for English Language Learners with Disabilities and at Risk of Disabilities
Kushner, Millicent I.
Multiple Voices for Ethnically Diverse Exceptional Learners, v11 n1 p42-57 Fall 2008
The No Child Left Behind Act's emphasis on universal standards of academic performance, defined as proficiency in grade-level core curriculum and state academic assessments, challenges general education program personnel to higher standards of professional practice. Because schools must report student achievement by subgroups, including students with disabilities and English language learners (ELLs), reform efforts have increasingly focused on closing the achievement gap between these subgroups and mainstream peers. However, little information is available about the qualifications of teachers who serve ELLs who also have disabilities. This article delineates critical teacher competencies to address the needs of these students and of ELLs who are at risk for special education placement.
Descriptors: Federal Legislation, Academic Achievement, Second Language Learning, Achievement Gap, Disabilities, English (Second Language), At Risk Students, Teacher Competencies, Teacher Qualifications, Special Needs Students, Language Proficiency, Cultural Influences, Cognitive Style, Student Characteristics, Planning, Teaching Methods, Student Evaluation, Limited English Speaking, Parent Participation, Teacher Role
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: firstname.lastname@example.org; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001