Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Cheatham, Gregory A.; Barnett, Juliet E. Hart

doi:10.1177/1053451216644819

Cited by 22 publications

(22 citation statements)

References 37 publications

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“…Principal preparation programs could develop new curricula and learning experiences that allow students to study the unique contexts of their districts and schools and allow them to propose efforts to respond to context using traditional, critical, and culturally responsive leadership approaches. Specifically, programs should ensure that their students learn about language acquisition, culturally responsive special education services, and needs of ELLs with disabilities (Cheatham & Hart Barnett, 2017). Such practices allow principals to draw from multiple perspectives, consider different educational priorities, be responsive to the needs of teachers, and learn more about the diversity of challenges that limit inclusion and equitable outcomes.…”

Section: Discussionmentioning

confidence: 99%

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

DeMatthews

Serafini

Watson

2020

Educational Administration Quarterly

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Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.–Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of challenges, they differed in their beliefs and approaches to creating inclusive schools. Some leadership practices were aligned to research focused on effective school leadership while others more closely resembled social justice leadership practices. Conclusion: Findings suggest that principals must take into consideration a variety of factors to create inclusive schools and must draw upon a broad range of practices amid resistance and challenges to meaningful change.

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Section: Discussionmentioning

confidence: 99%

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

DeMatthews

Serafini

Watson

2020

Educational Administration Quarterly

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“…For those students who are both ELLs and have disabilities, it is imperative for educators to have an understanding of the unique language, sociocultural, and academic needs of this population of students in order to provide them with effective learning opportunities (Hamayan, Marler, Sánchez-López, & Damico, 2013; More, Spies, Morgan, & Baker, 2016). However, currently general and special educators report a lack of preparation to effectively meet the needs of ELLs with disabilities (Cheatham & Barnett, 2016). Without preservice teacher preparation, a purposeful and coherent program of professional development would be necessary to adequately prepare teachers to effectively teach ELLs (Hamann & Reeves, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Cheatham and Barnett (2016) reported several challenges that are encountered in providing quality SPED services to ELLs with disabilities, including ‘determining an accurate diagnosis, differentiating disability from language difference, and/or providing opportunity to learn English’ (p. 1). The challenges are compounded for special educators who are tasked in facilitating identification of students for SPED services as well as designing and delivering an educational program for their ELLs with disabilities that meets the unique learning needs related to disability and language learning.…”

Section: Introductionmentioning

confidence: 99%

Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing?

Miranda

Wells

Jenkins

2017

Language Teaching Research

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A utilization-focused evaluation (Patton, 2008) was conducted to systematically investigate special education teacher candidates’ preparation to teach English language learners (ELLs) with disabilities. The results were used to (1) determine current effectiveness of departmental programs and (2) guide program improvement efforts. The initial literature review on ELLs with disabilities and teacher preparation guided the development of a four element framework to organize and analyse the data and results of the program evaluation. Data were collected using (1) a document review of program materials, (2) a faculty questionnaire, (3) a faculty focus group, and (4) a survey of the teacher candidates’ knowledge and perceptions on their preparedness in this area. Data revealed a scattered and disjointed approach to preparing preservice teachers to teach ELLs with disabilities, leading to a lack of special education teacher candidate’s: (1) mastery of essential content and (2) sense of efficacy in teaching ELLs. This investigation also shed light on the range of faculty perspectives, knowledge, and practices in the preparation of special education teacher candidates to teach ELLs.

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“…One policy-relevant subgroup is students both identified as ELs and with IEPs, who face distinct education challenges because of the interaction between overcoming a language barrier as well as navigating their particular academic, emotional, or physical challenges (Utley, Obiakor, & Bakken, 2011). To date, the literature on teaching ELs who also are eligible for special education services is very limited (Cheatham & Barnett, 2017).…”

Section: Teaching To Targeted Populationsmentioning

confidence: 99%

Teaching to Support Students With Diverse Academic Needs

Blazar

Archer

2020

Educational Researcher

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Policy and practice communities increasingly are emphasizing conceptual, cognitively demanding, and “ambitious” instruction. Within this context, we examine whether such practices serve the needs of students with specialized academic needs. Across upper-elementary classrooms in four districts, we find that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners (ELs) compared to those of their peers in general education classrooms; furthermore, this teaching practice is associated with the math self-efficacy of students with individualized education programs (IEP), and the self-reported behavior of general education students. We also find links between teachers’ emotional support and students’ self-efficacy and engagement, with the strongest relationships for students identified both as an EL and with an IEP.

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Overcoming Common Misunderstandings About Students With Disabilities Who Are English Language Learners

Cited by 22 publications

References 37 publications

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing?

Teaching to Support Students With Diverse Academic Needs

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