College for Professional Studies
Master of Education
School of Education and Counseling
Thesis - Open Access
Number of Pages
Teachers in the United States have had to adapt, modify and collaborate in order to meet the educational diversity within their classrooms. The purpose of this project and the resulting Power Point presentation was for the author to identify from the research literature effective instructional strategies which resulted in the increased educational performance of the English Language Learner (ELL), and the special education student. Effective strategies identified by research and discussed in the Power Point presentation were: (a) direct instruction, (b) scaffolded instruction, (c) strategy instruction, (d) vocabulary instruction, (e) grouping practices, (f) monitoring student progress/feedback, and (g) differentiation/modification/ accommodation. The Power Point presentation targeted new classroom and special education teachers in grades K-8. Each one of these strategies was discussed and supporting classroom applications were provided in the appendices.
Date of Award
© Catherine Brown
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Brown, Catherine R., "Best Practices for the English Language Learner and the Special Education Student in the Inclusive Classroom" (2006). All Regis University Theses. 384.