The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention
The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education: Implications for Response to Intervention
复制标题
双语教育教师在防止 ELL 不当转介到特殊教育方面的作用：对干预措施反应的影响
DOI：
10.1080/15235882.2011.628608
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发表时间：
2011
影响因子：
1.6
通讯作者：
Millicent I. Kushner
中科院分区：
文献类型：
--
作者：
Alba A. Ortiz;Phyllis M. Robertson;C. Y. Wilkinson;Yi;B. D. McGhee;Millicent I. Kushner
来自三个相关研究的数据表明，大多数参与者被错误地分类为有阅读相关学习障碍的英语学习者。双语教育教师和其他教育专业人员很难区分哪些学生适合接受特殊教育转介，哪些学生的学习问题可以由不一致的学校教育或未能及时提供干预措施来解决他们的学习需求等因素来解释。双语教育教师在筛选、评估和进度监控中的作用分层教学的交付；并讨论了随时间推移的结果记录，以及决定学生是否应该接受特殊教育的指导。本研究亦讨论了设计及实施“干预反应”对ELLs的影响，以及相应的专业发展需要。
Data from three interrelated studies of English Language Learners who were identified as having reading-related learning disabilities suggest that the majority of participants were misclassified. Bilingual education teachers and other educational professionals had difficulty distinguishing students for whom special education referral was appropriate from those whose learning problems could be explained by factors such as inconsistent schooling or failure to provide timely interventions to address their learning needs. The role of bilingual education teachers in screening, assessment, and progress monitoring; the delivery of tiered instruction; and the documentation of results over time is discussed, along with guidance for deciding whether a student should be referred to special education. Implications for the design and implementation of Response to Intervention for ELLs are also discussed along with the corresponding professional development needs.