Lost in ESL/SPED World – Gabi’s Weblog

of English Language Learners with Disabilities”  (http://cehd.umn.edu/nceo/OnlinePubs/ELLsDisRpt7.pdf)  looks at Instructional Strategies that are preferred by Educators, how often those strategies are used and with what population.  The study was conducted by a group of researchers/ staff at the National Center on Educational Outcomes in 2004. 

The authors cited a 2003 report by Zehler, et. al.  showing that nationwide, “schools in 2001-2002 estimated that the number of students with limited English skills as well as disabilities was approximately 357,325. This statistic indicates the estimated percentage of these students to be around 9.2 percent of all students with limited English proficiency.”  This number is probably under-represented because of the lack of appropriate assessment tools for these students.  

The study participants were comprised of 42 Minnesota teachers; 40.5% ESL, 35% General Ed and 23% SPED.  It was interesting that of this group of teachers, with the highest percentage being ESL teachers, it was reported that the majority of their students were ELL students with disabilities.

The authors surveyed the participants to find out their preferred strategies for teaching Reading, Math and Science, compared the teacher preferences to research based strategies and then looked at what strategies were actually used in the classroom.  Some interesting findings were revealed here.  Although the teachers ranked hands-on, tactile and experience based learning high on their preferred strategies lists, these strategies were at the bottom, if listed at all, on the list of strategies actually used in teaching.  Computer based learning did not make it onto the lists at all.

The authors make the following conclusion; “It may be that future strategy research using experimental methods will not only help teachers choose the best strategies to fit the population of students in their classrooms, but also to fine tune the implementation of strategies that will work best for students with limited English proficiency, disabilities, or both.”  This is the “meat” of my teaching philosophy.  We, as teachers, need to think outside the box when looking into strategies to best meet the needs of our changing student population.  From this report, it seems teachers sometimes have forward thinking ideas, but seem to fall back on the “old standards.”  Given the state of our education system and the lack of attention the ELL / SPED population is receiving, it would appear that the “old standards” no longer meet the needs of many students.  There is progressive research on new strategies for working with ELL and SPED students out there.  Sometimes, it is just a matter of being creative and putting a little more energy into planning.  My hope is that new teachers who are learning these techniques will infuse the school system with them as they begin their teaching careers.  We all need to work together to cut open the box and expand our horizons.