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2025-12
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_CAPSTONE DONROE.pdf
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Research Projects
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Co-teaching may support English Language Learners (ELLs) in ways that are supported through culturally responsive practices. It addresses the overarching question, how can the overrepresentation of ELLs in special education be addressed by effective co-teaching models for ELLs and bilingual education? The literature review identifies common themes of the need for sufficient time for language acquisition, fostering home language in schools and using culturally responsive approaches. In response to these findings, this project includes a professional development (PD) session for undergraduate special education candidates at SUNY Geneseo. The PD provides an overview of the seven NYSED co-teaching models, connects each model to the Four Pillars of Dual Language Education, and highlights culturally responsive practices that strengthen instruction for multilingual learners. Participants engage with a case study to apply these models in identifying instructional strategies that support ELLs while minimizing unnecessary special education referrals.