Professional Development Needs of In-Service Teachers of English Learners (ELs) and ELs With Special Needs

• In Event: 43.077 - MTCC Roundtable Session 15
  In Roundtable Session: 43.077-8 - Bilingualism and Special Education: Issues of Dual-Identified Students

Abstract

This paper presents findings from interviews with in-service teachers conducted by 120 graduate students over a period of four years. The study examined the impact that the implementation of new RTI and mainstreaming initiatives for English learners had on teachers: their changing roles and their resulting professional development needs. Our goal was to identify teachers’ real concerns and issues and what they perceived to be the major challenges related to the identification, placement, and instruction of English language, bilingual, and bilingual special needs learners.

Author

• Anne E. Campbell, Fairfield University