Supporting English Learners in the Classroom : Best Practices for distinguishing language acquisition from learning disabilities
Document Type
Book
Publication Date
2019
Subjects
English language -- Remedial teaching, English language -- Study and teaching -- Foreign speakers, Learning disabled children -- Education
Abstract
In this important resource, educators will find evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors make the case that systems can be put in place at three levels to help English learners succeed: the classroom level, before and after identification; the support-team level, when support plans are developed and assessed; and the system level, where programs and professional training plans should be continually developed, assessed, and revised. Putting theory into practice, this book offers guidance and specific tools to help districts, schools, and classrooms use Multi-Tiered System of Supports (MTSS) and other interventions to promote higher levels of achievement for ELs with academic challenges or learning disabilities.
Rights
Teachers College Press 2019
Persistent Identifier
https://archives.pdx.edu/ds/psu/38709
Citation Details
Haas, E. (Eric M. ., & Brown, J. E. (2019). Supporting English learners in the classroom : best practices for distinguishing language acquisition from learning disabilities. Teachers College Press.