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Home CCSU Theses & Dissertations When foreign languages and special education intersect

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When foreign languages and special education intersect

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Identifier	Diss 66
Author	Zavodjancik, James E., 1984-
Title	When foreign languages and special education intersect
Publisher	Central Connecticut State University
Date	2012
Resource Type	Dissertation
Notes	Connecticut's high school reform, as outlined in Public Law 10-111, mandated universal foreign language study for all students. Two credits of foreign language study will be required for all students graduating a public high school in Connecticut by 2020. Many times, students with language learning disabilities are eliminated from the foreign language class. A researcher created survey was sent to accessible Connecticut foreign language teachers. This study investigated the teachers' beliefs, perceptions, and practices about foreign language learning and special education students. Also, interview research was used with available foreign language teachers to investigate beliefs and practices of language learning for all. Research findings show that foreign language teachers who have experience with special education students are more prepared and inclusive of special education students in their classroom. Findings also suggest that teachers believe they should alter the curricula to meet the needs of struggling language learners. These changes include diluting curricula and assessment. Lastly, there were areas of statistical significance in perception compared to demographic information, belief about the new mandate, and belief about language learning and special education. Finding show that teachers who believe most in the new requirement for all students also believe more strongly that all students can learn languages. Teachers who have current language mandates in their district also believe more strongly that the public and educational leadership see the importance of language learning and are more willing to include all students in their class and intervene appropriately. This study suggests that changes in the beliefs and perceptions of foreign language teachers are warranted. School districts and leaders need to provide ongoing professional development activities in order to engage foreign language teachers in the best and most inclusive practices. Lastly, school districts need to engage in providing more language opportunities and at younger ages with support and resources to reach all students and provide equitable experiences while adhering to performance standards and mastery learning.
Subject	Language and languages -- Study and teaching (Secondary) -- Connecticut Special education -- Study and teaching (Secondary) -- Connecticut Learning disabled -- Education (Secondary) -- Connecticut
Department	Department of Educational Leadership
Advisor	Lisi, Penelope
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804652913
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