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Author: Patricia Martnez-çlvarez Publisher: Teachers College Press ISBN: 0807781606 Category : Education Languages : en Pages : 241
Book Description
Grounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into “boxes,” particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners. Book Features: Combines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.Includes activity invitations to help teachers create high-quality learning spaces.Provides sample work from diverse elementary school–aged children, as well as children’s responses to the learning activity. Proposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.
Author: Patricia Martnez-çlvarez Publisher: Teachers College Press ISBN: 0807781606 Category : Education Languages : en Pages : 241
Book Description
Grounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into “boxes,” particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners. Book Features: Combines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.Includes activity invitations to help teachers create high-quality learning spaces.Provides sample work from diverse elementary school–aged children, as well as children’s responses to the learning activity. Proposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.
Author: Dina C. Castro Publisher: Multilingual Matters ISBN: 1800411863 Category : Language Arts & Disciplines Languages : en Pages : 265
Book Description
Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.
Author: Patricia Martínez-Álvarez Publisher: Routledge ISBN: 1000519813 Category : Education Languages : en Pages : 259
Book Description
This text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional circumstances faced by students and understand their identities beyond the possible confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers cultural historical activity theory and disability studies in education as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals and highlight the ways in which educators can disrupt oppressive practices through expansive learning opportunities. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.
Author: C. Patrick Proctor Publisher: Guilford Publications ISBN: 1462527213 Category : Education Languages : en Pages : 265
Book Description
Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book discusses ways to meet the challenges that current standards pose for teaching emergent bilingual students in grades K-8. Leading experts describe effective, standards-aligned instructional approaches and programs expressly developed to promote bilingual learners' academic vocabulary, comprehension, speaking, writing, and content learning. Innovative policy recommendations and professional development approaches are also presented.
Author: Pamela A. Fenning Publisher: Teachers College Press ISBN: 0807780766 Category : Education Languages : en Pages : 289
Book Description
The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come. Contributors: Amy Briesch, Sandra Chafouleas, Donald Chee, Lindsay Fallon, Pamela Fenning, Amy Fisher, Benjamin Fisher, Emma Healy, Heather Hoechst, Miranda Johnson, Kathleen Lynne Lane, Patrice Leverett, Laura Marques, Thomas Mayes, Markeda Newell, Angelina Nortey, Wendy Oakes, Kristen Pearson, Michelle Rappaport, Monica Stevens, Carly Tindall-Biggins, Margarida Veiga, Elizabeth Marcell Williams, Perry Zirkel
Author: Janette Klingner Publisher: Council For Exceptional Children ISBN: 0865864780 Category : Education Languages : en Pages : 127
Book Description
This unique guide for special education teachers, teachers of English language learners, and other practitioners provides the foundational information needed to determine whether the language difficulties experienced by English language learners (ELLs) result from the processes and stages of learning a second language or from a learning disability (LD). The book addresses the following critical factors in detail: determining whether an ELL's struggles with reading in English are due to LD or language acquisition; characteristics of language acquisition that can mirror LD; different types of ELLS and why these differences are important; considering a student's "opportunity to learn" when determining whether he or she may have LD; common misconceptions and realities about ELLs and the second language acquisition process; ways that learning to read in English as a second or additional language differ from learning to read English as a first language, and how the differences can be confusing for ELLs; how schools can establish structure to facilitate the process of distinguishing between language acquisition and LD; how families are involved in the process; guidelines for determining which ELLs should be referred for evaluation; and what it means to use an ecological framework to determine whether ELLs have LD.
Author: Erin McCloskey Publisher: Teachers College Press ISBN: 080778091X Category : Education Languages : en Pages : 129
Book Description
Step outside of the IEPs and behavioral paperwork currently generated in schools, go where disabled people are thriving today, and see the results in learning, growth, and expression. This authoritative book offers readers alternative ways to think about learning and behavior in special education. Through illustrative case studies and a disability studies lens, author Erin McCloskey uses the voices of people with disabilities to show how these students progress creatively outside the classroom and school building—at the dojo, the riding arena, the theater stage, the music studio, and other community-centered spaces where disabled students can make choices about their learning, their bodies, and their goals. Balancing theory and practice, the book describes alternative learning spaces, demonstrates how disabled students learn there, and passes on the important lessons learned in each space. The ideas apply to students of all ages with a wide variety of disabilities. Book Features: Uses the voices of people with disabilities to promote alternative ways to think about learning and behavior in special education.Presents rich case studies and briefer interludes to illustrate how disabled students are learning and thriving in surprising ways outside of school where they have opportunities to explore. Distills important key takeaways from each case study through chapter sections of “lessons learned.”Promotes informed discussion of the concepts in the book with questions at the end of each chapter. Combines theory and practice to help readers put the concepts into action in a variety of settings with a variety of disabled students.
Author: Col?n, Gliset Publisher: IGI Global ISBN: 1799890457 Category : Education Languages : en Pages : 379
Book Description
Bilingual students with disabilities have an established right to be educated in their most proficient language. However, in practice, many culturally and linguistically diverse students still do not receive the quality of education that they are promised and deserve. Multilingual learners with disabilities must be acknowledged for the assets they bring and engaged in classroom learning that is rigorous and relevant. Bilingual Special Education for the 21st Century: A New Interface addresses the complex intersection of bilingual education and special education with the overlay of culturally and linguistically sustaining practices. This work provides practical solutions to current dilemmas and challenges today’s educators of multilingual learners with disabilities face in the classroom. Covering topics such as dual language education, identification practices, and transition planning, this book is an essential resource for special education experts, faculty and administration of both K-12 and higher education, pre-service teachers, researchers, and academicians.
Author: Eric M. Haas Publisher: Teachers College Press ISBN: 0807777862 Category : Education Languages : en Pages :
Book Description
This resource offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use Multi-Tiered System of Supports (MTSS) and other interventions. “Provides excellent guidance for meeting the complex needs of English learners with true learning disabilities. An outstanding resource.” —Alba Ortiz, professor emeritus, The University of Texas at Austin “A wonderful resource for those who have the opportunity to serve English learners in the classroom, including those with academic challenges.” —Martha Thurlow, National Center on Educational Outcomes, University of Minnesota “Readers will find practical guidance and tools grounded in the latest research for teaching English learners.” —Diane Haager, professor, California State University, Los Angeles “A valuable tool that bridges the latest research and practice on bilingual special education.” —Claudia Rinaldi, Lasell College
Author: David E. DeMatthews Publisher: Springer ISBN: 3030108317 Category : Education Languages : en Pages : 231
Book Description
This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA
Author: Patricia Martnez-çlvarez
Author: Patricia Martnez-çlvarez
Author: Dina C. Castro
Author: Patricia Martínez-Álvarez
Author: C. Patrick Proctor
Author: Pamela A. Fenning
Author: Janette Klingner
Author: Erin McCloskey
Author: Col?n, Gliset
Author: Eric M. Haas
Author: David E. DeMatthews