AccELLerate! 3.3. Spring 2011

Read or print this issue:

AccELLerate! 3.3. Spring 2011

English Learners with Special Needs

March 2011

Table of Contents

Articles

Research for Practice

• Peña, Bedore, and Gillam—Two to Untangle: Language Impairment and Language Difference in Bilinguals (page 7)
• Samson—Are They Ready to Teach All Students: A Preliminary Review of Special Education Teacher Preparation Programs and Coursework Relevant to ELs with Disabilities (page 21)
• Staehr Fenner—Students with Interrupted Formal Schooling in Special Education (page 14)

Practice

• Barker and Grassi—Culturally Responsive Practices for the Special Education Eligiblity Process (page 2)
• Cobin, Templeton, and Burner—Worry or Wait: The Dilemma to Refer English Learners to Special Education (page 12)
• Sánchez, McTigue, Parker, and Akbayin—Differences in the Processes for Identifying Learning Disabilities in ELs in Three Districts (page 5)
• Trainor—The Transition to Adulthood for ELs with Disabilities (page 17)

Theory to Practice

• Estrada and Lavadenz—Factors Influencing the Disproportionality of ELs with Specific Learning Disability (page 23)
• Rice Doran—Professional Development for Teachers of ELSN Students (page 20)
• Villareal—Effective Interventions for Teaching Language: Peer Tutoring: Gains for the Tutor (page 16)

Success Stories

• Wiemelt and Bray—Incorporating Home Language & Culture Reports (page 9)

Teacher's Gems of Wisdom

• Bal, Khang, Kulkarni, and Mbeseha—Promising Practices for ELs with Special Needs (page 13)
• Kole—Sometimes 'Special' Means 'Bilingual' (page 4)
• Neusy—Coping Day to Day (page 19)
• Taylor—'Recipe' for Success (page 6)

Information

• Hillarious—ELs with Special Needs: A National Overview (page 10)
• Wilde—National Conversations on EL Education (page 3)
• Williford—Culture and Foreign Language Programs (page 24)