Meeting the Needs of English Language Learners With Learning Disabilities in the General Curriculuam

Dados Bibliográficos

ID8038333
AutoresShernaz B García (The University of Texas at Austin), Brenda-Jean Tyler (Radford University)
Ano2010
Volume49
Fascículo2
Páginas113-120
Data de publicação2010-04-13
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00405841003626585
OpenAlexW2100769896
IdiomaEN
Citações recebidas4
Referências citadas13

To be academically successful in general education classrooms, English language learners (ELLs) with learning disabilities (LD) need instruction that is simultaneously responsive to their disability, English language status, and culture. Because the majority of students with LD have reading disabilities, ESL and classroom teachers must be familiar with instructional strategies that will support language and literacy development in the content areas. This article provides an overview of instructional characteristics of ELLs with LD, and offers a framework for instructional planning and collaboration between content area, ESL, and special education teachers to ensure that students can be successful in the general education curriculum

Comprehension approach · Curriculum · Ell · English as a second language · English language · English-language learner · General education · Language education · Learning disability · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process · Sheltered instruction · Special education · Teaching method · Vocabulary development · Disability Education and Employment · Education Systems and Policy · Psychology · Reading and Literacy Development