The Wiley Handbook of Diversity in Special Education (eBook)

Marie Tejero Hughes, Elizabeth Talbott (Herausgeber)

eBook Download: PDF

2017
John Wiley & Sons (Verlag)
978-1-118-78697-0 (ISBN)

Infos

The Wiley Handbook of Diversity in Special Education is a state-of-the-art reference showcasing cutting-edge special education research with a focus on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds.

• Cutting-edge special education research focusing on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds
• An authoritative contribution to the field, this work charts a new path to effective interventions and sets an agenda for future research
• Addresses disabilities from an international perspective

Marie Tejero Hughes is a Professor in the Department of Special Education at the University of Illinois at Chicago, USA. She has been widely published in a variety of academic journals on topics related to literacy, teacher education, and family involvement. She has also held a number of leadership roles, including chair of the Special Education Special Interest Group at the American Educational Research Association and executive committee member of the Council for Exceptional Children's Teacher Education Division.

Elizabeth Talbott is an Associate Professor in the Department of Special Education at the University of Illinois at Chicago, USA. She serves as past-president and legislative advocate for the Council for Exceptional Children-Division for Research.  She is co-chair of the curriculum committee and faculty member in the National Center for Leadership in Intensive Intervention, and conducts research in the fields of special education, clinical psychology, and educational psychology.

Inhalt

Title Page 5
Copyright Page 6
Contents 7
Notes on Contributors 11
Foreword 19
Preface: The Wiley Handbook of Diversity in Special Education 23
Acknowledgments 27
Part 1 Part I Including Students with Disabilities 29
Chapter 1 The Convention on the Rights of Persons with Disabilities: Reconstructing Disability to Reimagine Education 31
Structure and Overview of the CRPD 33
Recasting Disability as a Social Construction 34
Pursuit of Inclusive Education 34
International Education Governance 35
Promises, Progress, and Challenges 36
Social Models and Cultural Realities 37
Inclusive Schooling 38
Legislative Activity 38
Disability within Education for All 39
School and Community Attitudes 40
Persistence and Resurgence of Segregated Schooling 42
Continuing Tensions and Prospects for Resolution 44
Reconstructing Views of Disability 44
Development Agenda 45
International Governance 45
Postscript: The Quest for Inclusive Schooling 46
References 47
Chapter 2 Taking a Spatial Turn in Inclusive Education: Seeking Justice at the Intersections of Multiple Markers of Difference 51
What is Inclusive Education? Evolving Conceptualizations 51
Historically Changing Equity Issues: Access to Inclusive Places and Practices, Accountability, or a Radical Transformation of Entire Educational Systems? 52
Shifting Populations: Students with Dis/abilities, SEN, or All Students? 53
Consequences of Inclusive Education’s Conceptual Ambiguities 55
Inclusive Education Expanded 56
Inclusive Education as Redistribution, Recognition, and Representation 57
Redistribution 57
Final Thoughts about Three Dimensions of Justice 62
Cross-pollinating Inclusive Education with DisCrit 62
Taking a Spatial Turn in Inclusive Education: Addressing Spatial (In)Justices 65
Conclusion: An Inclusive Education Research Agenda 67
Note 68
References 68
Chapter 3 The Advancement of Inclusive Education for Students with Disabilities: An International Perspective 73
International Initiatives 74
Advancements and Challenges for Inclusive Education: A Global Perspective 75
Conclusions 88
References 90
Chapter 4 On the Purpose of Schooling: Inviting In, or Locking Out? 97
Analytical Framework 99
Defining Justice 101
What is Social Justice? 102
Dominance, Power, and Privilege 103
Identity and the Politics of Recognition 104
Social Justice Education 105
Designing Social Systems 106
The State of the Nations 107
Categories of Exclusion 108
Global Exclusion from Educational Opportunity 109
The Purpose of Schooling 110
References 110
Chapter 5 The Cultural Understanding of Inclusion in Diverse Settings: Support Services and Collaboration 115
Inclusion and Support Services: Global and Local Understandings 124
Diversity of Support Service 125
Access to Support Services 126
Culturally Sensitive Collaboration and Integrated Services 128
Collaboration Among Culturally Diverse Professionals 129
Culturally Sensitive Collaboration Between Service Providers and Service Users 131
Collaboration Between Service Providers and Service Users With Disabilities 132
Collaboration Between Service Providers and CLD Families of Children With Disabilities 133
Concluding Remarks 135
References 138
Chapter 6 Inclusion and Practice: The Perspective of Two Countries 143
A Review of Educational Policy in Finland and Scotland 144
Educational Policy in Finland 145
Educational Policy in Scotland 148
Promoting Inclusive Education with Co-teaching 151
Core of Inclusive Special Education 152
References 153
Part 2 Part II Contemporary Issues in Educating Diverse Students 157
Chapter 7 Students in Special Education: Issues, Theories, and Recommendations to Address Overrepresentation 159
Overview of Demographics of Special Education in Schools 159
Cultural Differences: Implications for Overrepresentation 162
African Americans/Blacks: Involuntary Minorities 164
Hispanic/Latino Americans: Voluntary Minorities 167
Recommendations 168
Note 171
References 171
Chapter 8 Family Diversity: From the Margins to the Center 177
Speaking Through the Courts 177
In a Whisper: Coming to the Individualized Education Program (IEP) Table 178
African American Families 179
Hispanic, Native American, and Asian Families 179
Rising Voices 180
In Whose Voice? Challenges of Representation and Methodology 180
Key Themes: Cultural/Historical Conversations 182
The Activation of Cultural Capital 186
Conclusion and Recommendations for Practice: Seeing Diversity as the Norm 189
Note 190
References 190
Chapter 9 Education in Disability and Poverty Debates: Research Insights from Southern Contexts 195
Examining the Relationship Between Disability and Poverty 196
The Evidence Base on the Importance of Education in Poverty Reduction 199
Research Examining the Interplay between Disability, Poverty, and Schooling 200
Revisiting Current Discourse in Relation to Education of Children with Disabilities 203
Notes 207
References 207
Chapter 10 Supporting Language and Literacy Development for Additional Language Learners with Disabilities 211
Additional Language and Literacy Development in Children 212
Who are ALLs? 212
What Environmental Factors Influence Language and Literacy Development? 214
What Cognitive and Linguistic Skills Affect this Development? 216
What Factors Distinguish Second-Language Acquisition from Learning Disabilities? 220
Improving Methods of Evaluation 221
Improving Opportunities to Learn 222
Contextual and Instructional Factors that Support Literacy Development 223
Access to and Meaningful Engagement with Print 224
Providing Culturally Responsive Instructional Experiences 224
Ongoing and Extensive Vocabulary and Second-Language Support 225
Extra Support for Early Reading Development 226
Implications for Research and Practice 226
References 227
Part 3 Part III Instruction 235
Chapter 11 Teaching Mathematics to Students with Disabilities from Diverse Backgrounds 237
Research-based Instructional Practices for Students with Disabilities from Diverse Backgrounds 239
Students with Disabilities Who are English Language Learners and Students of Color 239
Students with Disabilities who are also Students of Diverse Ethnicities 240
Summary 241
Instructional Practices for Diverse Students: What the Research Suggests 241
Students with Disabilities 241
English Language Learners 245
Students of Color 246
General Implications and Recommendations for Instruction 249
Key Considerations for Further Research 251
References 252
Chapter 12 Research in Science Education for Students with Special Education Needs 259
Science Education Equity for All Students: Global Initiatives 260
Science and Special Education: Perspectives from the United States 261
Inclusive Education for Students with Disabilities 262
Early Science Education for Students with Disabilities 262
The Science for All Movement 263
Assessing Science Performance for Students with Disabilities and ELLs 264
Identifying Barriers to Science Learning for Students with Disabilities and ELLs 265
Effective Science Instruction for Students with Disabilities and ELLs 266
Science and Learning for Students with Disabilities: Perspectives from South Africa 268
Establishing Inclusive Education 270
Teacher Professional Development 271
South African Perspectives in Science Education 272
Moving Forward in Research in Diversity in Special and Science Education 274
References 275
Chapter 13 Reading Instruction for Diverse Students with Learning Disabilities 281
Reading Acquisition and Development 282
Effective Instructional Strategies for CLD Students with Disabilities 284
Integration of Culturally and Linguistically Responsive Practices 286
Relevant Materials 286
Interactive Teaching 287
Flexible Grouping Formats 287
Contemporary Social Issues 288
Language and Literacy 288
Academic Language 289
Writing Instruction 290
New Developments 290
References 291
Chapter 14 A Road Less Traveled: Writing Research for Diverse Students with Disabilities 305
Standards for Written Language 306
Writing Difficulties 307
Instructional Frameworks 308
The Writing Process Model 308
Cognitive Apprenticeship 309
Self-regulated Strategy Development (SRSD) 310
Sheltered Instruction Observation Protocol (SIOP) 311
Current Research: What Works 313
Diverse Urban Settings 313
Diverse Rural Settings 316
International Settings 318
Implications for Practice and Future Research 320
References 322
Chapter 15 Empowering Academically Diverse Learners in History Classrooms 327
History Education: A Global Perspective 328
Working with Multiple Source Documents 328
Research on Academically Diverse Learners in History 330
Content-Enhancement Strategies 331
Graphic Organizers 331
Mnemonic Tools 332
Text Structure 332
Discussion, Think–Pair–Share, and Opportunities for Peer Interaction 333
Historical Discussion 334
Peer Tutoring 335
Twenty-First-Century Learning Tools 336
Virtual History Museum 336
Project-Based Learning and Inquiry 337
Apprenticing Historical Reading, Writing, and Thinking Skills 339
Discussion and Recommendations 341
Limitations and Future Research 341
References 342
Part 4 Part IV Supporting and Assessing Diverse Learners 347
Chapter 16 A Systematic Review of Peer Tutoring Interventions for Students with Disabilities 349
History of Peer Tutoring in Special Education with Diverse Learners 350
Results from Systematic Reviews and Meta?analyses of Peer Tutoring 352
Purpose of the Present Study 357
Method 357
Results 359
Class-wide Peer Tutoring 371
Reciprocal Peer Tutoring (RPT) 373
Nonreciprocal Peer Tutoring (NRPT) 374
Discussion 376
Limitations 377
Future Research 377
References 378
Chapter 17 Technological Practices Supporting Diverse Students in Inclusive Settings 385
Context 385
Assistive Technology 386
Assistive Technology Use in the United States 388
Assistive Technology Use Around the World 389
Efficacy of Assistive Technology Interventions 390
Quality of the Science 390
Universal Design for Learning 391
Student Diversity and Learner Variability 392
The Role of Assistive and Instructional Technology in UDL 394
Implications for Classroom Practice 395
UDL Efficacy 395
Quality of the Science 396
Future Directions 397
References 398
Chapter 18 Mathematics Assessment for Students with Diverse Learning Needs 407
Summative Assessments 407
What are Examples of Summative Assessment? 408
What are High-Stakes Assessments? 409
Considerations for Summative Assessment 409
Assessment Accommodations 410
Formative Assessments 411
Why is Formative Assessment Important for At-Risk Learners? 412
What are Examples of Formative Assessment? 413
Screening and Progress Monitoring 413
Approaches to Progress Monitoring: Mastery versus General Outcome Measurement 414
Interpreting Data: How do i Know Students are Making Enough Progress? 417
Diagnostic Assessments 418
Why is Diagnostic Assessment Important for At?Risk Learners? 419
What are Examples of Diagnostic Assessment? 419
Considerations for Diagnostic Assessment 420
Considerations Across Assessment Types 420
Case Study in Mathematics Assessment 421
Notes 422
References 423
Chapter 19 Reading Assessment Practices for Linguistically Diverse Students at Risk of Developing Language and Literacy Difficulties 427
Linguistic Characteristics of ELs: Advantages and Challenges for Assessing Reading 429
Code-based Skills 430
Meaning-making Skills 430
Characteristics of the Instrument: Obstacles to Valid Assessment of ELs 434
Cultural and Linguistic Biases 434
Affective Factors 435
Characteristics of a Successful System of Support and Assessment: Recommendations for Using Reading Assessments with ELs 437
Response to Intervention and English Learners at Risk of Reading Difficulties 438
Assessing English Learners’ Code-based Skills 438
Assessing English Learners’ Meaning-making Skills 440
Assessing English Learners’ Academic Language Proficiency and Content Knowledge 441
Assessment Accommodations for ELs 442
Conclusions and Implications for Educational Practice 443
References 444
Part 5 Part V Preparation of Educators for Inclusive Environments 451
Chapter 20 International Perspectives on Teacher Education for Inclusion 453
Method 454
International Development of Inclusive Education 455
Contemporary International Contexts in Initial Teacher Education for Inclusion 456
Prevailing International Models of Initial Teacher Education Programs for Inclusion 458
The Additional Model 458
Innovative Approaches to a Content-Infused Model 461
Reflections on the Way Ahead and Conclusion 465
References 468
Chapter 21 Teachers Developing Knowledge in Low- and Middle-Income Countries: Toward More Inclusive Pedagogy 473
LMIC Contexts 475
Children with Disabilities in LMICs 476
Inclusive Pedagogy 477
Bangladesh, Jamaica, and Tanzania: Three Illustrative Examples 479
Teachers for Resource Centers and Special Schools: The Development of Specialist Knowledge in Bangladesh 480
Itinerant Teachers: Integrating Students with Visual Impairments in Secondary Schools in Jamaica 484
Developing Responsive Teaching: Exploring Mainstream Primary School Teachers’ Practice: Tanzania 486
Conclusion 489
References 490
Chapter 22 Preparing Educators to Teach Literacy: Knowledge, Dilemmas, and Practices 495
Knowledge for Teaching Literacy 496
Research about Literacy Knowledge for Teaching 497
Conclusions 500
Dilemmas Inherent in Preparing Educators to Teach Literacy 501
Knowing Students 501
Knowing Context 504
Development of Teachers’ Knowledge throughout a Career 505
Crafting Practices to Learn Teaching Literacy to Students with Disabilities 506
Teacher Quality and Teacher Practice 506
Connecting Literacy Teacher Learning to School Practice 510
Conclusions 511
References 512
Chapter 23 Leveraging Systems Change to Address Diversity in Special Education Teacher Preparation 521
Administrators with “Insider” Knowledge of Special Education 521
The Intersection of Diversity and Social Justice in Teacher Education 522
The Diversity “Problem” in Special Education 523
Preparing Teachers in Special Education for Diversity 524
Transforming Teacher Education through Systems Change 526
Faculty and Administrators Committed to Diversity 528
Theoretical Framework and Philosophical Stance Supportive of Diversity 529
Discussion 533
References 534
Index 537
EULA 558

Produkt-Details

• Erscheint lt. Verlag: 3.1.2017
• Reihe/Serie: Wiley Handbooks in Education
• Reihe/Serie: Wiley Handbooks in Education
• Reihe/Serie: Wiley Handbooks in Education
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
• Themenwelt: Sozialwissenschaften ► Soziologie ► Makrosoziologie
• Schlagworte: Bildungswesen • Convention on the Rights of Persons with Disabilities • CRPD • Disabilities • diverse educational settings • diverse settings • diversity in special education • educating diverse students • Education • education for all • EFA • Exceptional Learners • Inclusive Education • inclusive schooling • Informationskompetenz • Pädagogik • Pädagogik • Segregated schooling • Sen • Sonder- u. Förderschulen • Sonder- u. Förderschulen / Lehrpläne • Sonder- u. Förderschulen • Sonder- u. Förderschulen / Lehrpläne • Special education • special educational needs • Special Education Curriculum • special education needs • special education teachers • Theorie der Pädagogik • Theorie der Pädagogik • Theory of Education
• ISBN-10: 1-118-78697-1 / 1118786971
• ISBN-13: 978-1-118-78697-0 / 9781118786970