AbstractsEducation Research & Administration
Differentiation in the foreign language classroom : including students with disabilities in secondary foreign language classes
| Institution: | University of Texas – Austin |
|---|---|
| Department: | |
| Year: | 2015 |
| Keywords: | Foreign language education; Students with disabilities; Learning disabilities; ADHD; Inclusion; Differentiation |
| Posted: | 02/05/2017 |
| Record ID: | 2123532 |
| Full text PDF: | http://hdl.handle.net/2152/32343 |
Abstract
Foreign language teachers are not generally given information about how to work with students with disabilities. However, it is important for these students to have access to FL classes, both for the cognitive benefits that they offer and for path to higher education. This report offers my reflections on how to differentiate instruction in foreign language reading and writing to students with disabilities as well as typically developing students. I believe that both groups will benefit from the practices I describe here. Advisors/Committee Members: Horwitz, Elaine Kolker, 1950- (advisor), Tackett, Kathryn Klingler (advisor).
