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dc.contributor.supervisorKouritzin, Sandra (Curriculum, Teaching and Learning)en_US
dc.contributor.authorKirwan, Simone Eunice
dc.date.accessioned2015-01-14T20:29:56Z
dc.date.available2015-01-14T20:29:56Z
dc.date.issued2015-01-14
dc.identifier.urihttp://hdl.handle.net/1993/30223
dc.description.abstractThis thesis represents a journey: after many years of teaching both in Canada and overseas, I found myself working with students who were learning English and had profound intellectual disabilities, but had no idea how to teach them. This thesis, therefore, follows my path of exploration and discovery as I looked for ways to support these students’ learning. In chapter one, I provide an introduction to my study where I present an overview of the problem, discuss the confusion surrounding the meaning of various kinds of disabilities, consider several normative definitions of EAL (English as an Additional Language) and SNE (Special Needs Education), and provide my own stipulative definitions of EAL/SNE. I also state my research questions and purpose for conducting the study, illustrate the significance of the study, and acknowledge its limitations. In chapter two, I examine the strengths and weaknesses of the research literature and end with five principles that flow from my reading of the research. In chapter three, I explain my means of analysis, where I critically examine three Manitoba curriculum EAL documents and three Student Services/Special education resource documents. In chapter four, I summarize the six curricular documents (three in the area of SNE and three in the area of EAL) and criticize each one, determining its uses and relevance to students with EAL/SNE needs and how appropriate and helpful these documents are for classroom teachers who work with these students. Finally, in Chapter five, I discuss the implications of my study of these documents and suggest future needs in the areas of research, policy, and teaching in the area of SNE/EAL.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEALen_US
dc.subjectSNEen_US
dc.titleWhen EAL and SNE hook up: an analysis of selected Manitoba curriculum documentsen_US
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typemaster thesisen_US
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.contributor.examiningcommitteeClifton, Rodney (Educational Administration, Foundations and Psychology) Young, Dorothy (Retired, St. James-Assiniboia School Division)en_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.noteFebruary 2015en_US
local.subject.manitobayesen_US


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