The increase in the number of students who are English Language Learners (ELLs), including ELL students with disabilities, is presenting new challenges for special education teachers. Limited research has been done related to the challenges in educating this population, and what little has been done has centered around the challenges in assessment of ELL students with disabilities. The purpose of this study was to look at the self-efficacy of Special Education teachers in the state of North Dakota regarding teaching ELL students with disabilities. Findings indicated that, overall, teachers are confident in their abilities to teach this population of students. The area in which teachers felt the least confident in their abilities was in the area of assessment. Implications for the field and suggestions for future research on this topic are discussed.
|Commitee:||Garnes, Lori, Hintz, Kathryn|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Subjects:||English as a Second Language, Special education|
|Keywords:||Culturally and linguistically diverse, English language learners|
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