The Individuals With Disabilities Education Act and California's Proposition 227: Implications for English Language Learners with Special Needs

Autor/inn/en	Mueller, Tracy Gershwin; Singer, George H. S.; Grace, Elizabeth J.
Titel	The Individuals With Disabilities Education Act and California's Proposition 227: Implications for English Language Learners with Special Needs
Quelle	In: Bilingual Research Journal, 28 (2004) 2, S.231-251 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Second Language Learning; Educational Planning; Disabilities; Special Education; English (Second Language); Federal Legislation; Language of Instruction; State Legislation; Teaching Methods; Special Education Teachers; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Bildungsplanung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Teaching language; Unterrichtssprache; Landesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	California's Proposition 227 (1998) has affected the education of many English language learners (ELLs). However, the extent of Proposition 227's influence on special education planning and practice is unclear. ELLs who have moderate to severe disabilities face major communication obstacles. The present qualitative study looked specifically at the impact of California's Proposition 227 and the Individuals with Disabilities Education Act (1990) on special education teachers' educational planning, assessments, and classroom practices for students identified as ELLs who have moderate to severe disabilities. Findings indicated teacher misinterpretation of Proposition 227, resource scarcity, a lack of administrative support, and the exclusion of parents from decisions regarding which language should be used to instruct ELLs with moderate to severe disabilities. (Author).
Anmerkungen	National Association for Bilingual Education, 1030 15th Street, NW, Suite 470, Washington, DC 20005. Tel: 202-898-1829; Fax: 202-789-2866; e-mail: nabe@nabe.org; Web site: http://www.nabe.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10