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Investigating Instructional Challeng...

Rodriguez, Lymari.

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Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School./
作者:	Rodriguez, Lymari.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10817565
ISBN:	9780355984897

Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School.
Rodriguez, Lymari.

Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 109 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

When second language learners are identified as having learning disabilities, their need for instruction in English language development and the benefits of instruction in their native language are essential for academic success. This could become a challenge for special education students and teachers when the magnet school is a dual language school. The problem addressed in this study was: 1) special education students need differentiated instruction to succeed; and, 2) non-bilingual elementary teachers and paraprofessionals face instructional challenges in helping special education students succeed academically in a dual language magnet program. The purpose of this qualitative, phenomenological study was to document elementary teachers' and paraprofessionals' lived experiences of, and support needed in, helping special education students succeed academically in a dual language magnet program. The purposive sample was ten staff members including six teachers and four paraprofessionals ranging from 1-38 years of professional experience in a dual language program. Data were collected using an online questionnaire sent to the selected participants. Data analysis suggested more professional development is necessary in all areas related to the instruction of second language learners who are special education students. Data analysis also suggested extra bilingual support is necessary to ensure an optimal learning experience for special education students in the dual language school. A recommendation for further research is to replicate this study using a larger sample.

ISBN: 9780355984897Subjects--Topical Terms:

516579
Education.

Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School.
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