ABSTRACT The inclusion of English‐language learners (ELLs) and twice‐exceptional students (ELLs with learning disabilities) in U.S. classrooms is a challenge for teachers, who are generally unprepared for applying appropriate methodologies and lack additional classroom support. Indeed, globally, there is a need for training in and systematic application of evidence‐based practices to enable teachers to attend to all of the students in their classroom, with their wide variety of needs. This article proposes a selection of strategies and methods that stem from High‐Leverage Practices and Sheltered Instruction Observation Protocol, two frameworks that are widely recognized as best practices, in order to respond to a case study of a hypothetical young student, an ELL with suspected learning disabilities, and her teacher, who should attend to her needs as well as those of her classmates. Several specific techniques are described, some also supported by the application of the Universal Design for Learning, in order to make recommendations for pre‐service teacher training as well as continued professional development of in‐service teachers.
Lim et al. (Thu,) studied this question.