{"title":"这是一种残疾吗?","authors":"Ronnie Manis","doi":"10.4018/978-1-7998-7359-4.ch007","DOIUrl":null,"url":null,"abstract":"Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.","PeriodicalId":433338,"journal":{"name":"Advising Preservice Teachers Through Narratives From Students With Disabilities","volume":"214 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Is It a Disability?\",\"authors\":\"Ronnie Manis\",\"doi\":\"10.4018/978-1-7998-7359-4.ch007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.\",\"PeriodicalId\":433338,\"journal\":{\"name\":\"Advising Preservice Teachers Through Narratives From Students With Disabilities\",\"volume\":\"214 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advising Preservice Teachers Through Narratives From Students With Disabilities\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-7998-7359-4.ch007\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advising Preservice Teachers Through Narratives From Students With Disabilities","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-7359-4.ch007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.
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