Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Remedial and Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Salend, S. J.
Right arrow Articles by Mazo, M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Roles of Bilingual Special Educators in Creating Inclusive Classrooms

Spencer J. Salend

Spencer J. Salend, EdD, is a professor in the Department of Educational Studies at the State University of New York at New Paltz. His current research interests include educating students with disabilities in general education classrooms and migrant students with disabilities.

Judith A. Dorney

Judith A. Dorney, EdD, is an assistant professor in the Department of Educational Studies at the State University of New York at New Paltz. Her current research focuses on the interplay of gender development, teacher knowledge, and curricula.

Maribel Mazo

Maribel Mazo, MS, is an ESL and Spanish teacher in the Tri Valley Central School District, Grahamsville, New York. Her professional interests include instructional modifications for students with learning disabilities and academic ESL support for students with limited English proficiency. Address: Spencer J. Salend, Room 307. Old Main Building, SUNY at New Paltz, New Paltz, NY 12561.

One group of students whose unique needs present a challenge to educators seeking to create inclusive general education classrooms is learners who are learning english as a second language. The purpose of this article is twofold: (a) to distill from the literature of bilingual special education, bilingual education, and special education a description of the roles of bilingual special educators in cooperative teaching endeavors designed to educate second language learners in general education classrooms; and (b) to offer the observations of a bilingual special educator who worked as part of a cooperative teaching team.

Remedial and Special Education, Vol. 18, No. 1, 54-64 (1997)
DOI: 10.1177/074193259701800109
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
S. J. Salend, L. M. Garrick Duhaney, and W. Montgomery
A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation
Remedial and Special Education, October 1, 2002; 23(5): 289 - 299.
[Abstract] [PDF]

Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
S. J. Salend, L. S. Taylor, and C. R. Whittaker
Diversifyring the Special Education Training Curriculum to Address the Needs of Migrant Students and Families
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, July 1, 1998; 21(3): 174 - 186.
[Abstract] [PDF]