Dr. Jill Leet-Otley
Walsh, A. (2023). Implementing Equitable and Effective Practices for Dual-Identified Learners English learners in special education make up approximately 1% of students in the United States. As the overall population of English learners rapidly increases, so does this population of dual-identified learners. Educators often do not receive adequate preparation to support dual-identified learners, and misconceptions that these students do not require services in both areas still persist in American public schools. Additionally, disproportionality of English learners in special education remains an ongoing issue. As a result, dual-identified learners are a misunderstood and underserved population. This capstone seeks to answer the question: How can educators understand and apply educational perspectives, equitable identification practices, and effective support strategies concerning dual-identified students in the classroom? This project includes three professional development workshops meant for all educators who play a role in dual-identified students’ education, be it special education teachers, general education teachers, English language teachers, or education assistants. The sessions draw upon relevant literature to provide educators with knowledge about dual-identified learners and equitable practices. Additionally, the professional development series incorporates opportunities for reflection and collaboration to facilitate educators’ use of resources, frameworks, and strategies in their provision of the high-quality education this population deserves.
ESL/ ELLs, Interdisciplinary Teaching, Special Education, Staff Development
Walsh, Annelise, "Implementing Equitable and Effective Practices for Dual-Identified Learners" (2023). School of Education and Leadership Student Capstone Projects. 995.
School of Education Student Capstone Projects