Collaboration for Multilingual Learners with Exceptionalities - Honigsfeld, Andrea; Cohan, Audrey F
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"It truly does take a village. In the case of dual-identified students, our greatest strength is our ability to pool our educator's collective expertise to ensure that appropriate academic and social emotional supports are in place to ensure their success in school and life. Nearly 5 million public school students in the United States are classified as English learners (ELs), a number on the rise in recent decades. From 2000 to 2015, ELs increased from 8.1 to 9.6 percent of the total student population, according to the most recent data from the National Center for Education Statistics. Within…mehr

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Produktbeschreibung
"It truly does take a village. In the case of dual-identified students, our greatest strength is our ability to pool our educator's collective expertise to ensure that appropriate academic and social emotional supports are in place to ensure their success in school and life. Nearly 5 million public school students in the United States are classified as English learners (ELs), a number on the rise in recent decades. From 2000 to 2015, ELs increased from 8.1 to 9.6 percent of the total student population, according to the most recent data from the National Center for Education Statistics. Within this group of EL students, nearly 15 percent also qualify for special education services. These students are commonly referred to as "dual-identified," entitled to receive extra supports for both English language acquisition and learning with a disability"--
Autorenporträt
Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates.She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers.