Abstract

With an increased number of English language learners (ELL) enrolled in PK-12 classrooms, increased attention is placed on this group of students. M Multiple factors could impact their learning such as the language barrier, learning difficulties, behavioral, developmental, or other delays. The current research conducted an interview study of experienced K-12 teachers who have taught ELL with special needs. Research findings include multiple challenges these students experienced in their everyday learning and social interaction, as well as suggested effective strategies from the field. The participating teachers also provided recommendations for pre-service teacher training programs to prepare future teachers who can work with ELL students with special needs. Although the participating teachers’ experiences and suggestions may not be able to generalize in different settings, it provides a window to understand ways to help these children navigate through the journey and conquer difficulties to reach their potential.

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