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Identification of Hispanic English learners in special education

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Document pages: 10 pages

Abstract: The high proportion of English learners in special education is a current problem. Urban school professionals say that improper resettlement is related to a variety of factors. There is a lack of data on the relationship between school professional efficacy beliefs, the availability of ell bilingual courses and personnel, and successful academic achievements. School staff are still confused about the correct placement of English learners (ELL). What is enough time to acquire a second language and learn it successfully? If there are no other substantive curriculum options, children will be referred to special education. In addition, many students who need special education may be ignored and remain in the ESL curriculum throughout their school career. objectivestudy was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability. Child study team (CST) members () working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students. Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs. Therefore, staff members placed the children into special education each time. The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs. Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.

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