This study investigated, through survey methodology, the instructional practices
of teachers of English Language Learners (ELLs) with disabilities in Preschool
Programs for Children with Disabilities (PPCD). These practices were compared to best-practice
recommendations made by a group of evaluators in the field of bilingual special
education. Results indicated that teacher practices differed considerably from
recommendations made by expert evaluators in the field. Specifically, teachers preferred
English as the exclusive language of instruction while expert evaluators strongly
recommended bilingual instruction. Also, teachers reported strong administrator support
while expert evaluators did not. Furthermore, most teachers reported satisfaction with
the instruction of ELLs in their schools while most expert evaluators reported
dissatisfaction. Results also showed that when administrators at Individualized
Education Program (IEP) meetings encouraged discussion about language of instruction,
the likelihood of parent participation in these discussions increased. Language dominance and language proficiency testing of preschool aged ELLs, and representation
of LPAC members at IEP meetings were major predictors of whether or not these
children would receive referral to the bilingual or ESL programs in the future. Most of
the results found in this study supported results found by Mueller, Singer, and Carranza
in 2006. This study highlights research favoring the development of the primary
language of ELLs in PPCD and Pre-K settings while underscoring the disconnect among
teachers' beliefs, training, and instructional practices.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-05-753 |
| Date | 2009 May 1900 |
| Creators | Cole, Corinna V. |
| Contributors | Stough, Laura M. |
| Source Sets | Texas A and M University |
| Language | English |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | application/pdf |
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