Special Educators' Instruction for English Learners: "What's the Difference?"

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-9 - Context Matters: Identification and Instruction in Special Education

Abstract

This paper focuses on special educators' use of culturally and linguistically responsive instructional (CLRI) practices in their work with students who are dually identified as English learners (ELs) with learning disabilities (LD). Using a qualitative multiple-case design, the research revealed that school context and the role of professional development within each context played an influential role in the extent to which teachers reported using CLRI practices with students who are dually identified. The cases are three geographically diverse schools (rural, urban, and suburban) with three special educator participants embedded in each school, for a total of nine participants. Data was collected through an iterative process of interviews, observations, self-assessments, and a review of documents and artifacts.

Authors

• Donna Marie Sacco, University of North Carolina - Charlotte

• Sheri Berkeley, George Mason University