In this article, we present a review of research studies that address special education literacy instruction for English language learners (ELLs) with learning disabilities (LD) and ELLs with low literacy achievement in elementary and middle school grades. We describe research on the following categories: a) culturally and linguistically responsive teachers and instruction; b) special education literacy interventions; and c) sheltered English support so that students can access and be successful with the general education curriculum. These topics represent essential instructional components for the academic success of ELLs with LD.

This qualitative study investigated five elementary classroom teachers' perceptions of, and attributions about the school performance of Asian American students. Using naturalistic inquiry, data were obtained through interviews, classroom observations, document reviews and field notes; and were analyzed using grounded theory techniques. The findings revealed that positive, stereotypical perceptions about Asian culture generally influenced teachers'attributions about the success or failure of their Asian American students. Specifically,they were likely to overlook low performing, struggling Asian American students unless they demonstrated challenging behaviors. Further, teacher attributions reflected limited understanding of culture, second language acquisition, and disability; students' limited English proficiency was viewed as the overriding contributor to low performance of English language learners. Implications for professional development and future research are discussed.

Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports; (b) performance of family scenarios; and (c) examining diverse families in popular media. These strategies, undergirded by the importance of critical reflection, have been implemented as part of a statewide preservice teacher education initiative in Iowa. Program evaluation data provide preliminary evidence of their potential to foster the development of necessary cultural dispositions for future teachers to meet the growing diversity among children and families.