Abstract
This systematic review investigated best practices for enhancing academic achievement among English Learners with Disabilities (ELDs) in US schools. By examining 17 peer-reviewed articles and comparing them to the CEC 2014 Quality Indicators, the study identifies significant practices, including culturally responsive methods, technology integration, evidence-based strategies, addressing service delivery challenges, and improving assessment tools. This review has limitations related to inconsistent terminology and highlights the need for standardized language and continued research. It recommends integrating culturally responsive practices, leveraging technology, and refining inclusive assessment tools. This review provides educators, policymakers, and researchers insights, emphasizing ongoing teacher development and policy alignment to optimize support for ELDs’ academic success.
Recommended Citation
Bashiru, S., & Smith, J. E. (2023). Best Practices for English Learners with Disabilities in US Schools – A Systematic Review. Journal of English Learner Education. (15)2.
Retrieved from https://stars.library.ucf.edu/jele/vol15/iss2/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Gifted Education Commons, Language and Literacy Education Commons, Liberal Studies Commons, Other Educational Administration and Supervision Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
