TY  - BOOK
AU  - Hughes,Marie Tejero
AU  - Talbott,Elizabeth
TI  - The Wiley Handbook of Diversity in Special Education
T2  - Wiley Handbooks in Education Series
SN  - 9781118786970
AV  - LC4019.H355 2017 
U1  - 371.9 
PY  - 2017///
CY  - Newark
PB  - John Wiley & Sons, Incorporated
KW  - Special education--Study and teaching
KW  - Electronic books
N1  - Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Foreword -- Preface: The Wiley Handbook of Diversity in Special Education -- Acknowledgments -- Part 1 Part I Including Students with Disabilities -- Chapter 1 The Convention on the Rights of Persons with Disabilities: Reconstructing Disability to Reimagine Education -- Structure and Overview of the CRPD -- Recasting Disability as a Social Construction -- Pursuit of Inclusive Education -- International Education Governance -- Promises, Progress, and Challenges -- Social Models and Cultural Realities -- Inclusive Schooling -- Legislative Activity -- Disability within Education for All -- School and Community Attitudes -- Persistence and Resurgence of Segregated Schooling -- Continuing Tensions and Prospects for Resolution -- Reconstructing Views of Disability -- Development Agenda -- International Governance -- Postscript: The Quest for Inclusive Schooling -- References -- Chapter 2 Taking a Spatial Turn in Inclusive Education: Seeking Justice at the Intersections of Multiple Markers of Difference -- What is Inclusive Education? Evolving Conceptualizations -- Historically Changing Equity Issues: Access to Inclusive Places and Practices, Accountability, or a Radical Transformation of Entire Educational Systems? -- Shifting Populations: Students with Dis/abilities, SEN, or All Students? -- Consequences of Inclusive Education's Conceptual Ambiguities -- Inclusive Education Expanded -- Inclusive Education as Redistribution, Recognition, and Representation -- Redistribution -- Final Thoughts about Three Dimensions of Justice -- Cross-pollinating Inclusive Education with DisCrit -- Taking a Spatial Turn in Inclusive Education: Addressing Spatial (In)Justices -- Conclusion: An Inclusive Education Research Agenda -- Note -- References; Chapter 3 The Advancement of Inclusive Education for Students with Disabilities: An International Perspective -- International Initiatives -- Advancements and Challenges for Inclusive Education: A Global Perspective -- Conclusions -- References -- Chapter 4 On the Purpose of Schooling: Inviting In, or Locking Out? -- Analytical Framework -- Defining Justice -- What is Social Justice? -- Dominance, Power, and Privilege -- Identity and the Politics of Recognition -- Social Justice Education -- Designing Social Systems -- The State of the Nations -- Categories of Exclusion -- Global Exclusion from Educational Opportunity -- The Purpose of Schooling -- References -- Chapter 5 The Cultural Understanding of Inclusion in Diverse Settings: Support Services and Collaboration -- Inclusion and Support Services: Global and Local Understandings -- Diversity of Support Service -- Access to Support Services -- Culturally Sensitive Collaboration and Integrated Services -- Collaboration Among Culturally Diverse Professionals -- Culturally Sensitive Collaboration Between Service Providers and Service Users -- Collaboration Between Service Providers and Service Users With Disabilities -- Collaboration Between Service Providers and CLD Families of Children With Disabilities -- Concluding Remarks -- References -- Chapter 6 Inclusion and Practice: The Perspective of Two Countries -- A Review of Educational Policy in Finland and Scotland -- Educational Policy in Finland -- Educational Policy in Scotland -- Promoting Inclusive Education with Co-teaching -- Core of Inclusive Special Education -- References -- Part 2 Part II Contemporary Issues in Educating Diverse Students -- Chapter 7 Students in Special Education: Issues, Theories, and Recommendations to Address Overrepresentation -- Overview of Demographics of Special Education in Schools; Cultural Differences: Implications for Overrepresentation -- African Americans/Blacks: Involuntary Minorities -- Hispanic/Latino Americans: Voluntary Minorities -- Recommendations -- Note -- References -- Chapter 8 Family Diversity: From the Margins to the Center -- Speaking Through the Courts -- In a Whisper: Coming to the Individualized Education Program (IEP) Table -- African American Families -- Hispanic, Native American, and Asian Families -- Rising Voices -- In Whose Voice? Challenges of Representation and Methodology -- Key Themes: Cultural/Historical Conversations -- The Activation of Cultural Capital -- Conclusion and Recommendations for Practice: Seeing Diversity as the Norm -- Note -- References -- Chapter 9 Education in Disability and Poverty Debates: Research Insights from Southern Contexts -- Examining the Relationship Between Disability and Poverty -- The Evidence Base on the Importance of Education in Poverty Reduction -- Research Examining the Interplay between Disability, Poverty, and Schooling -- Revisiting Current Discourse in Relation to Education of Children with Disabilities -- Notes -- References -- Chapter 10 Supporting Language and Literacy Development for Additional Language Learners with Disabilities -- Additional Language and Literacy Development in Children -- Who are ALLs? -- What Environmental Factors Influence Language and Literacy Development? -- What Cognitive and Linguistic Skills Affect this Development? -- What Factors Distinguish Second-Language Acquisition from Learning Disabilities? -- Improving Methods of Evaluation -- Improving Opportunities to Learn -- Contextual and Instructional Factors that Support Literacy Development -- Access to and Meaningful Engagement with Print -- Providing Culturally Responsive Instructional Experiences -- Ongoing and Extensive Vocabulary and Second-Language Support; Extra Support for Early Reading Development -- Implications for Research and Practice -- References -- Part 3 Part III Instruction -- Chapter 11 Teaching Mathematics to Students with Disabilities from Diverse Backgrounds -- Research-based Instructional Practices for Students with Disabilities from Diverse Backgrounds -- Students with Disabilities Who are English Language Learners and Students of Color -- Students with Disabilities who are also Students of Diverse Ethnicities -- Summary -- Instructional Practices for Diverse Students: What the Research Suggests -- Students with Disabilities -- English Language Learners -- Students of Color -- General Implications and Recommendations for Instruction -- Key Considerations for Further Research -- References -- Chapter 12 Research in Science Education for Students with Special Education Needs -- Science Education Equity for All Students: Global Initiatives -- Science and Special Education: Perspectives from the United States -- Inclusive Education for Students with Disabilities -- Early Science Education for Students with Disabilities -- The Science for All Movement -- Assessing Science Performance for Students with Disabilities and ELLs -- Identifying Barriers to Science Learning for Students with Disabilities and ELLs -- Effective Science Instruction for Students with Disabilities and ELLs -- Science and Learning for Students with Disabilities: Perspectives from South Africa -- Establishing Inclusive Education -- Teacher Professional Development -- South African Perspectives in Science Education -- Moving Forward in Research in Diversity in Special and Science Education -- References -- Chapter 13 Reading Instruction for Diverse Students with Learning Disabilities -- Reading Acquisition and Development -- Effective Instructional Strategies for CLD Students with Disabilities; Integration of Culturally and Linguistically Responsive Practices -- Relevant Materials -- Interactive Teaching -- Flexible Grouping Formats -- Contemporary Social Issues -- Language and Literacy -- Academic Language -- Writing Instruction -- New Developments -- References -- Chapter 14 A Road Less Traveled: Writing Research for Diverse Students with Disabilities -- Standards for Written Language -- Writing Difficulties -- Instructional Frameworks -- The Writing Process Model -- Cognitive Apprenticeship -- Self-regulated Strategy Development (SRSD) -- Sheltered Instruction Observation Protocol (SIOP) -- Current Research: What Works -- Diverse Urban Settings -- Diverse Rural Settings -- International Settings -- Implications for Practice and Future Research -- References -- Chapter 15 Empowering Academically Diverse Learners in History Classrooms -- History Education: A Global Perspective -- Working with Multiple Source Documents -- Research on Academically Diverse Learners in History -- Content-Enhancement Strategies -- Graphic Organizers -- Mnemonic Tools -- Text Structure -- Discussion, Think-Pair-Share, and Opportunities for Peer Interaction -- Historical Discussion -- Peer Tutoring -- Twenty-First-Century Learning Tools -- Virtual History Museum -- Project-Based Learning and Inquiry -- Apprenticing Historical Reading, Writing, and Thinking Skills -- Discussion and Recommendations -- Limitations and Future Research -- References -- Part 4 Part IV Supporting and Assessing Diverse Learners -- Chapter 16 A Systematic Review of Peer Tutoring Interventions for Students with Disabilities -- History of Peer Tutoring in Special Education with Diverse Learners -- Results from Systematic Reviews and Meta‐analyses of Peer Tutoring -- Purpose of the Present Study -- Method -- Results -- Class-wide Peer Tutoring -- Reciprocal Peer Tutoring (RPT); Nonreciprocal Peer Tutoring (NRPT)
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