Preservice Special Education Teachers’ Perceptions of Field Experience with English-Language Learner Students

In the United States, students are increasingly diverse in their academic and linguistic abilities. The specialization of teaching professionals has been primary method used order to respond this increase. Programs for these have largely siloed along dichotomous groupings identified law, namely, disabled/nondisabled or English proficient/nonproficient. However, reality is much more complex interdisciplinary approaches present an opportunity meeting realistic needs all students. This study a one-time, open-ended survey gather perceptions four preservice special education teachers who worked collaboratively with as English-Language Learners (ELL) teacher. These were analyzed light recent literature calling increased collaboration among bilingual education.