English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

2015 ◽  
Vol 117 (7) ◽  
pp. 1-40
Author(s):  
Michael A. Gottfried ◽  
Morgan S. Polikoff
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Fixed Effects ◽  
English Language ◽  
Secondary Data ◽  
Language Learner ◽  
Self Control ◽  
Ell Students ◽  
General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

Farmhands and Factory Workers, Honesty and Humility: The Portrayal of Social Class and Morals in English Language Learner Children's Books

2009 ◽  
Vol 111 (11) ◽  
pp. 2560-2588 ◽  
Author(s):  
Joelle Sano
Keyword(s):  
Content Analysis ◽  
Social Class ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Read Aloud ◽  
Children's Books ◽  
Children’S Books ◽  
Caldecott Medal ◽  
Ell Students

Background/Context Although much research has evaluated children's books for depictions of gender, little has centered on the portrayal of immigrants and social class. This investigation utilizes Bourdieu's theory of capital reproduction in education, Durkheim's conception of collective conscience and morals, and Bowles and Gintis's critique of schooling to evaluate these depictions and to investigate the functions of English language learner (ELL) education. Focus of Study This analysis investigates the representation of immigrants and class in children's books read aloud in ELL classrooms. Research Design Using lists provided by a leading school of education, the investigation uses a content analysis of 50 books often read aloud to ELL students based on five economic and cultural capital indicators. Additionally, the research included a content analysis of the morals presented by these books and by the past 20 Caldecott Medal-winning books. Findings Findings suggest strong differences in class portrayals and morals between ELL classroom and Caldecott Medal-winning books. Additionally, the evidence shows that the ELL books portray various ethnic immigrant groups differently, often supporting popular stereotypes about these ethnicities. Conclusions and Recommendations The study provides possible implications of the findings on the educational and career aspirations of ELL students and suggests that future researchers focus on participant-observation to expand these findings.

scholarly journals The Information Search Process of English Language Learner (ELL) Students in a Guided Inquiry Project

2021 ◽  
Author(s):  
Sung Un Kim ◽  
Ross J. Todd
Keyword(s):  
Information Search ◽  
Information Seeking ◽  
English Language Learner ◽  
English Language ◽  
School Libraries ◽  
Language Learner ◽  
Guided Inquiry ◽  
Ell Students ◽  
Questionnaire Surveys ◽  
Project Data

This study seeks to understand the information-to-knowledge experience of English Language Learner (ELL) students in a Guided Inquiry project undertaken by the librarian and subject teachers. As a pilot study, it provides an in-depth examination of two Korean 11th grade students in a biology class of a high school in New Jersey, U.S. During the project, data were collected through questionnaire, surveys, search journals, search sessions, observation, students’ papers, and interviews. The findings of this study will facilitate the understanding on the information seeking and knowledge construction process of ELL students so that school environments, including school libraries, can provide meaningful instructional and service interventions for them.

State Practices on Inclusion

1995 ◽  
Vol 16 (5) ◽  
pp. 279-287 ◽  
Author(s):  
ANTONIS KATSIYANNIS ◽  
GREG CONDERMAN ◽  
DAVID J. FRANKS
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Research ◽  
State Policy ◽  
Technical Assistance ◽  
Classroom Setting ◽  
General Education Classroom ◽  
Research Findings ◽  
Intense Debate

Inclusion, which promotes educating all students with disabilities in the general education classroom setting, has triggered an intense debate in the field of special education. the purposes of this study were to highlight issues regarding inclusion, present findings on state practices on inclusion, and explore implications for practice and further research. findings from state surveys indicated great variety in state policy, acceleration in inclusion activity, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

2009 ◽  
Vol 26 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Amaury Samalot-Rivera ◽  
David L. Porretta
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Community Integration ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Years Of Teaching Experience ◽  
Adapted Physical Educators ◽  
Test Retest Reliability

The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

scholarly journals Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 79-91
Author(s):  
Thomas A. Delaney ◽  
Maiko Hata
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Language Learning ◽  
Students With Disabilities ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Learner ◽  
World Population ◽  
Design For Learning

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

Differentiated Instruction and Inclusive Schooling

2020 ◽  
Author(s):  
Diana Lawrence-Brown
Keyword(s):  
General Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Full Range ◽  
Team Approach ◽  
Wide Range ◽  
General Education Classroom ◽  
Inclusive Schooling ◽  
General Education Classrooms

Differentiated instruction encompasses a wide range of responsive pedagogies, including individualized types and levels of curricula, teaching methods, materials, and assessment strategies. It has at its roots the impetus for effective inclusive schooling, providing supports directly within general education classrooms for students with the full range of exceptionalities (both significant disabilities and giftedness) and other diverse educational characteristics such as cultural and linguistic background and socioeconomic status. To effectively include students with higher levels of need, comparable levels of supports follow the student from the special education setting to the general education classroom. This enriched level of support in the general education classroom benefits not only students with disabilities, but the class as a whole. The legal and ethical bases for inclusive schooling are connected with various civil rights movements (including race, disability, culture and language, gender); it can be viewed as a response to segregated schooling (and denial of schooling altogether). Schools frequently remove students when traditional educational programs fail, adding on separate programs rather than rectifying the existing system. Such special programs have been routinely promulgated without substantial evidence of their effectiveness over supportive general education classrooms (either for segregated students or for their unlabeled general education peers). Important aspects of differentiated instruction and inclusive schooling include multilevel instruction; authentic and culturally responsive curricula, methods, and assessment; universal design for learning; assistive and instructional technologies; positive behavioral supports; and a collaborative team approach to instructional decision-making and delivery. Differentiated instruction and effective inclusive schooling are vital for equitable access to educational opportunities, bringing more responsive curricula, methods, and perspectives to increasingly diverse classrooms and schools.

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