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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Investigating Instructional Challenges of Teachers and Paraprofessionals Educating Special Education Students in a Dual Language Magnet School./
Author:	Rodriguez, Lymari.
Description:	1 online resource (109 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (109 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355984897Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

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