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Publication Date
4-1-2022
Document Type
Poster
Degree Type
Graduate
Department
Teaching and Learning
Mentor
Anna Smith
Mentor Department
Teaching and Learning
Abstract
The purpose of this mixed method study is to explore ESL teachers’ perspectives on inclusion of students designated as English learners with special needs in their general classroom. This topic is very essential at this time, since literature review proves that inclusive education for students designated as English learners with special needs helps to bring in learners from the periphery, making everyday education more responsive to learners. If inclusion has to be successful, then the educators implementing inclusion need to have favorable perspectives towards inclusion. Research proves that when educators tend to have neutral or negative attitude towards inclusion then it would be less effective in bringing out student's potential. Gaining the perspectives of ESL certified teachers on inclusion of students designated as English learners with special needs in the general classroom is very important since teachers play a great role in influencing curriculum design, teaching methods & providing equity for students’ academic success. In their research, Shore & Sabatini 2009 & Artiles e t al., 2006 observed that although the education literature on learning disabilities and on second language acquisition is extensive, little is known about the characteristics of English learner students with learning disabilities ( as cited in Burr et al.,2015, p.1).Based on such research it is evident that most educators are less trained to distinguish students who truly have learning disabilities from students who are failing for other reasons, such as limited English. This research would also help determine the factors that could influence teachers perspectives on inclusion of students designated as English learners with special needs. This study employs a mixed method design involving a close ended questionnaire survey to 100 ESL certified teachers teaching third grade from 100 elementary schools in Central Illinois. This will be followed by pre observation interview of 2 ESL Certified teachers and observation of 2 classrooms where these teachers provide inclusion. The close ended questionnaire survey responses will help determine how the independent variables (i.e., gender, primary language, race, citizenship, educational qualification, experience working with ESL with special needs) affect the teachers' perspectives towards inclusion of students designated as English learners with special needs. Regarding pre observation interview questions, teachers’ responses are audio recorded which will be transcribed. This transcript will be read carefully, to identify broad themes emerging from the data which will be further categorized into themes and ideas that will help answer the research questions.
Recommended Citation
Bhat, Sukanya, "ESL TEACHERS' PERSPECTIVES: INCLUSION OF STUDENTS DESIGNATED AS ENGLISH LEARNERS WITH SPECIAL NEEDS IN THE GENERAL CLASSROOM" (2022). University Research Symposium. 409.
https://ir.library.illinoisstate.edu/rsp_urs/409