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Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities
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Martínez-Álvarez, Patricia – Teachers College Record, 2020
Background: Though there has been some attention to how emergent bilinguals learn in relation to languages and cultures, very little research to date has examined similar processes in emergent bilinguals with dis/abilities, including how to understand dis/ability as a source of strength. Purpose: In this article, I explore how dis/ability can…
Descriptors: Elementary School Students, Bilingual Students, Hispanic American Students, Students with Disabilities
Special Education Teachers Descriptions of Selecting and Applying Differentiated Instruction within Self-Contained Classrooms
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Wesley O'hara Little – ProQuest LLC, 2022
The purpose of this qualitative descriptive study was to explore how special education teachers describe selecting and applying differentiated instructional strategies for students with mild, moderate, to severe disabilities in self-contained classrooms within a school district in Arizona. Jean Piaget's social constructivism theory and Carol Ann…
Descriptors: Special Education Teachers, Individualized Instruction, Self Contained Classrooms, Teaching Methods
Inclusive Teachers' Attitudes toward Their Students with Disabilities: A Replication and Extension.
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Cook, Bryan G. – Elementary School Journal, 2004
This investigation replicated and extended previous research regarding the attitudes of inclusive teachers toward their students with disabilities. Participating teachers included 46 inclusive teachers (grades K-5) from 16 elementary schools in 7 Northeast Ohio school districts. Teachers nominated 3 students in 4 attitudinal categories:…
Descriptors: Mild Disabilities, Attitudes toward Disabilities, Inclusive Schools, Teacher Attitudes
A Comparison of "Reading Mastery Fast Cycle" and "Horizons Fast Track A-B" on the Reading Achievement of Students with Mild Disabilities
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Cooke, Nancy L.; Gibbs, Susan L.; Campbell, Monica L.; Shalvis, Shawnna L. – Journal of Direct Instruction, 2004
This study examined the reading gains of students with mild disabilities who were taught with one of two programs: "Horizons Fast Track A-B" (Engelmann, Engelmann, & Seitz-Davis, 1997) or "Reading Mastery Fast Cycle" (Engelmann & Bruner, 1995). A quasi-experimental design with preexisting groups was used to examine…
Descriptors: Reading Programs, Instructional Effectiveness, Program Effectiveness, Mild Disabilities