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The experiences of English language ...

Money, Kimberly W.

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The experiences of English language learners with disabilities: A comparative analysis.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The experiences of English language learners with disabilities: A comparative analysis./
作者:	Money, Kimberly W.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0458.
Contained By:	Dissertation Abstracts International72-02A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434155
ISBN:	9781124406589

The experiences of English language learners with disabilities: A comparative analysis.
Money, Kimberly W.

The experiences of English language learners with disabilities: A comparative analysis. - 129 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0458.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2010.

The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted of an in-depth case study analysis of two students of Hispanic descent who attend a rural elementary school in North Carolina. All former teachers of the two students and their parents were interviewed as a part of this qualitative research study.

ISBN: 9781124406589Subjects--Topical Terms:

1030294
Education, English as a Second Language.

The experiences of English language learners with disabilities: A comparative analysis.
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245 1 4 $a The experiences of English language learners with disabilities: A comparative analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0458.
500 $a Adviser: Rick C. Reitzug.
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2010.
520 $a The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted of an in-depth case study analysis of two students of Hispanic descent who attend a rural elementary school in North Carolina. All former teachers of the two students and their parents were interviewed as a part of this qualitative research study.
520 $a Results of the study showed that teachers overall concur that they have not received appropriate or adequate training on how to meet the needs of students learning English as a Second Language; therefore, they lacked knowledge about how to distinguish a language barrier from a disability. The data also revealed that teachers agreed that a more proactive, preventive approach needs to be employed in order to fully meet the needs of students who are learning English as a Second Language and are students with disabilities. Teachers must be taught how to understand cultural and linguistic diversity in addition to how to distinguish key features of a learning disability.
520 $a Other significant results consisted of the vital importance of parental involvement opportunities for bilingual parents. Findings from this study support that bilingual parents are operating in a survival mode and supporting their children to the best of their knowledge but need additional support and teaching so that they understand how to support the education of their child in first and/or second language at home.
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