Date Approved

5-6-2002

Embargo Period

5-18-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Urban, Stanley

Subject(s)

English language--Study and teaching--Foreign speakers

Disciplines

Disability and Equity in Education

Abstract

The purpose of this study was to determine best practices for teaching students with Limited English Proficiency (LEP) and to investigate the extent to which these are implemented in two Southern New Jersey Counties. An analysis of current educational research revealed eleven characteristics of successful programming and instruction for students with LEP.

A total of 113 questionnaires were sent to randomly selected schools within Salem and Cumberland counties and 56 were completed and returned. Of the 56 schools that returned questionnaires, 20 contained significant populations of students with LEP. Ninety percent of the schools were in compliance with state mandates regarding student identification and programming. The eleven elements of best practice were ranked by the respondents according to frequency of use.

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