Dissertation/Thesis Abstract

The Self-Efficacy of Special Education Teachers regarding Service to Students with Limited English Proficiency
by Menge, BriAnna, M.S., Minot State University, 2018, 55; 10931771
Abstract (Summary)

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.

Indexing (document details)
Advisor: Pedersen, Holly
Commitee: Garnes, Lori, Hintz, Kathryn
School: Minot State University
Department: Special Education
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
Publication Number: 10931771
ISBN: 978-0-438-30372-0
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