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dc.contributor.advisorToste, Jessicaen
dc.creatorPhilpott, Anna Jura Maryen
dc.date.accessioned2016-08-16T14:33:39Z
dc.date.available2016-08-16T14:33:39Z
dc.date.issued2016-05
dc.date.submittedMay 2016
dc.identifierdoi:10.15781/T2H12V766en
dc.identifier.urihttp://hdl.handle.net/2152/39454en
dc.description.abstractEfforts to implement the Response to Intervention (RTI) framework in middle schools are increasing. Concurrently the number of English Learners (ELs) enrolled in middle schools is growing rapidly, yet little research exists regarding efficacy of the RTI framework for ELs at the middle school level. This study used qualitative focus group methodology to explore middle school English as a Second Language (ESL) teachers’ perceptions of effective instruction and interventions for ELs and to gain insight into their experiences of referring a struggling student to special education services. Specifically, three research questions are addressed: (1) In districts with at least 25% EL populations, how do ESL teachers currently respond to struggling ELs who may need special education services?; (2) What barriers exist that make it difficult to provide support for these students?; and (3) What critical success factors can be distilled from the experience of ESL teachers interviewed? Themes discussed include the challenge of distinguishing struggles related to limited English proficiency from a possible learning disability, the need for more structure and guidance within the RTI process, and support provided by district ESL departments. Implications of these findings are discussed and direction for future research is stated.en
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.subjectResponse to interventionen
dc.subjectMiddle schoolen
dc.subjectEnglish learnersen
dc.subjectEnglish as a second languageen
dc.subjectSpecial education referralen
dc.subjectFocus groupsen
dc.subjectTeacher perspectivesen
dc.titleESL teachers' perspectives on methods and practices of supporting struggling learners and identifying a possible disabilityen
dc.typeThesisen
dc.date.updated2016-08-16T14:33:39Z
dc.contributor.committeeMemberAinslie, Ricardoen
dc.contributor.committeeMemberLinan-Thompson, Sylviaen
dc.description.departmentSpecial Educationen
thesis.degree.departmentSpecial Educationen
thesis.degree.disciplineSpecial educationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Artsen
dc.creator.orcid0000-0003-3789-2463en
dc.type.materialtexten


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