Lydia Gerzel-ShortNorthern Illinois University · Department of Special and Early Education
Lydia Gerzel-Short
EdD
About
14
Publications
3,324
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24
Citations
Citations since 2017
Introduction
Publications
Publications (14)
Research suggests that English learners (ELs) with learning disabilities (LD) may benefit from culturally responsive evidence‐based instructional approaches. ELs with LD often present with learning challenges that influence language acquisition and literacy development. One way to address the distinctive proclivities of these students is to conside...
Families are complex, unique, and indispensable in developing literacy skills within children. Families inculcate cultural values, language, and home routines throughout a child's life. These familial routines and culture are vital aspects of family engagement. The past few years of educational upheaval due to the pandemic revealed the resilient na...
High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with learning and other...
Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resembles solo teaching and does not include specially designed instruction shown to be effective for students with disabilities. How can middle and secondary co...
Tiered instruction and social/emotional supports (such as Response to Intervention or Positive Behavior Intervention Supports) are not only for elementary students. Middle and high school educators are now implementing these strategies to close the skills achievement gap and support students in various classes. One crucial component often neglected...
Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to...
Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to...
General education teachers are challenged with meeting the unique instructional needs of every learner in their classrooms, which increasingly include English learners (ELs) and students with learning disabilities (LD). This article uses vignettes to demonstrate how a middle school content teacher uses five strategies: building prior knowledge, bui...
Family engagement is a critical component of school success for students. However, parents of middle and high school students are often less involved in home- and school-based activities than parents of elementary students. This article describes reasons for this decrease in parental engagement and offers specific ideas for fostering parental invol...
The authors share practical ways to collaborate with paraprofessionals to encourage their professional growth and support their effectiveness as they work directly with students.
Find out how this new approach to monitoring student progress allows every student to learn the core curriculum.
Projects
Project (1)
There are several objectives of this study. First, to understand how prepared teacher candidates are to collaborate with families on early literacy skills development. Second, how prepared are teacher candidates to teach early literacy skills. A final objective to determine if there is a correlation between preservice teacher’s beliefs/ confidence about including families as educational partners and their ability to include families as educational partners?
