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| 說明 | 1 online resource (49 pages) |
| 文字 | text |
| 無媒介 | computer |
| 成冊 | online resource |
| 附註 | Source: Masters Abstracts International, Volume: 82-06 |
| Advisor: Plaisance, Michelle |
| Thesis (M.A.)--Greensboro College, 2020 |
| Includes bibliographical references |
| Many teachers who complete teacher education programs in college learn little or nothing about learning disabilities or second language acquisition. Students with learning disabilities suffer because schools and teachers are not trained properly to identify them and work with them in the mainstream classroom. Even though there is little attention paid to these students during teacher education, the reality is that these students are present in our classrooms. The purpose of this project is to disclose the challenges that English Language Learners with Learning Disabilities (ELLWLDs) face in classrooms. This project showcases a professional development workshop which provides teachers with the necessary tools to have a positive impact on the academic lives of ELLWLDs. This research explores the concept of learning disabilities, how the ELLs population is affected, how to identify ELLWLDs in the mainstream classroom, and how educators might effectively consider and work with students with learning differences. This exploration was made through investigating different techniques and approaches provided by experts in the field of special education and second language acquisition. Instructing language teachers in Learning Disabilities is the key to a more inclusive world for all of our ELLWLDs |
| Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021 |
| Mode of access: World Wide Web |
| 主題 | Teacher education |
| Educational tests & measurements |
| Language |
| Multicultural education |
| English Language Learners |
| Learning Disabilities |
| Multicultural teaching approach |
| TESOL |
| Mainstream classroom |
| Professional development workshop |
| Electronic books. |
| 0530 |
| 0288 |
| 0679 |
| 0455 |
| ISBN/ISSN | 9798698578932 |
