Two delivery models of inclusive practices for ELLs in a Midwest school district

Abstract

The study examined how the instructional delivery models in inclusion programs were specifically implemented for Grades 1-3 English Language Learners (ELLs) at 2 elementary schools in a large Midwest inner-city school district. The nature of the 2 delivery models was diagramed and explained respectively. Interview, observation data, and relevant documents were analyzed through the use of a comparative matrix. Themes and trends were developed: (a) collaboration between the classroom teachers and resource teachers; (b) scheduling; (c) reading instruction, curricular, and instruction time; (d) workload for classroom teachers and the resource teachers; (e) use of paraprofessionals; (f) assessment of students’ ongoing progress; and (g) strengths and challenges of the implemented models as described by the teachers. The findings indicated that the participating teachers were very positive about their inclusion models even though the two models were distinctively different. The results signify that inclusion can work for ELLs, but it is difficult for one classroom teacher to accomplish the job. Collaboration is the key to the success of inclusive practices.