Promising Practices for ELs with Special Needs

Authors

Aydin Bal, University of Wisconsin - Madison
Hyun Khang, University of Wisconsin - Madison
Saili Kulkarni, University of Wisconsin - MadisonFollow
Margaret Mbeseha, University of Wisconsin - Madison

Document Type

Article

Publication Date

1-1-2011

Publication Title

AccELLerate

Volume

3

Issue Number

3

First Page

13

Disciplines

Disability and Equity in Education | Special Education and Teaching

Abstract

The majority of ELs are educated in urban schools where they often face substandard learning opportunities, under-qualified teachers, unchallenging curricula, lack of specialized resources, culturally irrelevant assessment and instructional practices, prejudice, and de facto racial segregation [1]. To improve academic and social outcomes for this population of students, educators working with ELs with suspected or identified LDs should focus on the following three areas.

Comments

This work was published in AccELLerate, volume 3, issue 3, 2011. The issue can also be found online at this link. This material is located in the public domain and is freely reproducible. The National Clearinghouse for English Language Acquisition (NCELA) requests that proper credit be given in the event of reproduction.

Recommended Citation

Aydin Bal, Hyun Khang, Saili Kulkarni, and Margaret Mbeseha. "Promising Practices for ELs with Special Needs" AccELLerate (2011): 13.