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ELLs with Disabilities Report 19 Reading , Mathematics , and Science Instructional Strategies for English Language Learners with Disabilities : Insights from Educators Nationwide

(2008). Reading, mathematics , and science instructional strategies for English language learners with disabilities: Insights from educators nationwide (ELLs with Disabilities Report 19). Minneapolis, The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, Overview Introduction The Elementary and Secondary Education Act of 2001—No Child Left Behind (NCLB)—has set a standard of accountability for the education of the broad range of learners in U.S. schools, including English language learners (ELLs) served under Individualized Education Programs (IEPs) in special education. The most modest estimates indicate that 9% of the total ELL population is served in special education programs State graduation standards typically are not designed with the additional supports that could guide educators in the use of instructional strategies for the range of diverse learners in schools (Albus, Thurlow, & Clapper, 2007). Current research on instructional practices for ELLs is scarce and often inferential from the practices employed for more general populations of learners (cf. Thurlow, Albus, Shyyan, Liu, & Barrera, 2004). As a result, educational practitioners are likely to generate instructional strategies based on their individual professional experiences, colleagues, and other sources of information including agencies providing technical assistance and professional development. The difficulty here is that teachers may access a wide range of sources with varying degrees of accuracy and relevancy to support the instructional demands of students whose education is hampered by both a lack of fluency in English and disability-related learning problems. In a recent study, Thurlow and colleagues (Thurlow et al., 2004) examined the nature of the teaching methods used by practitioners in a Midwestern state serving ELLs with disabilities. They found that some of the strategies identified for use with ELLs with and without disabilities consisted mainly of more generic teaching principles such as " pre-, during-, and post-reading strategies " (Thurlow et al., 2004, p. 10). Moreover, there seemed to be little consensus about how a " strategy " is defined; hence, some identified strategies consisted of a combination of methods, approaches, and learning activities. In no case did educators seem to have access to methods specifically identified to address the needs of ELLs with disabilities. Of note was that a list of expert-determined methods and strategies identified from a review of research (cf. on the instruction of ELLs with disabilities (e.g., direct teaching of vocabulary, curriculum-based probes, and graphic organizers) received significantly lower appraisals …