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Readers/Advisors
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2025-05
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In special education, English Language Learners (ELLs) face academic and linguistic challenges that generally increase in an inclusive classroom environment. This capstone addresses the overarching question of how to support ELLs in special education through co-teaching. The capstone highlights three thematic challenges: unpreparedness or lack of knowledge due to inadequate training in bilingual special education, ineffectively implementing co-teaching models, and limited use of scaffolding and culturally responsive teaching practices. This capstone addresses these challenges through a three-session professional development (PD) program designed for general, special educators, administrators, and ELL service teachers in a co-teaching setting at an elementary level. The PD sessions focus on six co-teaching models, scaffolding, differentiation, and culturally responsive teaching. The expectation is for educators to develop effective instructional collaboration, enhance classroom supports provided for ELLs, and apply strategies tailored to diverse learners. The outcome is to mitigate the issues and challenges ELLs with disabilities face. Future research should examine the long-term impact of PD in co-teaching for ELLs in special education.