36589 research outputs found
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Blowing into that Clarinet
No full text2025.042.0917A performer plays the clarinet on stage with their band.Archived web conten
Sunbathing with Friends Outside
No full text2025.042.0630A group of students sunbathe outside together.Archived web conten
Commuter Student Parking Pass
No full text2025.042.0191A commuter student parking pass sits on the bumper of a blue carArchived web conten
White Goat
No full text2025.042.0059A white goat lays on the ground and looks directly into the camera.Archived web conten
A Pair of Geese
No full text2025.042.0057Two geese stand side by side in the grass by a pondArchived web conten
Lined Up on the Street
No full text2025.042.0246Patrons line up on the streets of Oswego for an unkown eventArchived web conten
The Whole of Campus
No full text2025.042.0130Ariel view of SUNY Oswego and Lake OntarioArchived web conten
Judging in Red
No full text2025.042.0895Three patrons appear to be sat at the judges table for an unkown eventArchived web conten
Campus from Above (COPY)
No full text2025.042.0129Another ariel shot of SUNY Oswego and Lake OntarioArchived web conten
How to Support ELLs with Disabilities Through Co-teaching
No full textIn 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.Rosa Mazurett-Boyl