That’s the subtext of this must-read blog item by colleague Mary Ann Zehr over at Learning the Language. Zehr profiles this GAO report, which found that many teacher training programs devote at least one course to techniques for working with students with disabilities, but far fewer—about one in five&mdash devote similar attention to English-language learners.
One hopes that will change in the future, perhaps spurred by new reporting requirements in the Higher Education Act that require programs to set goals for increasing the number of teachers trained to work with SWDs and ELLs.