Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness
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| Title: | Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness |
|---|---|
| Language: | English |
| Authors: | Hoover, John J. (ORCID |
| Source: | Learning Disabilities Research & Practice. Feb 2019 34(1):14-22. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | English Language Learners, Individualized Education Programs, Learning Disabilities, Special Education, Culturally Relevant Education, Second Language Instruction, English (Second Language) |
| DOI: | 10.1111/ldrp.12183 |
| ISSN: | 0938-8982 |
| Abstract: | Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1205515 |
| Database: | ERIC |
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| Abstract: | Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities. |
|---|---|
| ISSN: | 0938-8982 |
| DOI: | 10.1111/ldrp.12183 |
