Table of Contents
Cover
Title Page
Notes on Contributors
Foreword
References
Preface
References
Acknowledgments
Editorial Review Board
PhD Special Education Students, University of Illinois at Chicago (United States)
Part I: Including Students with Disabilities
1 The Convention on the Rights of Persons with Disabilities
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
2 Taking a Spatial Turn in Inclusive Education
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
References
3 The Advancement of Inclusive Education for Students with Disabilities
International Initiatives
Advancements and Challenges for Inclusive Education: A Global Perspective
Conclusions
References
4 On the Purpose of Schooling
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
5 The Cultural Understanding of Inclusion in Diverse Settings
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
6 Inclusion and Practice
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 II: Contemporary Issues in Educating Diverse Students
7 Students in Special Education
Overview of Demographics of Special Education in Schools
Cultural Differences: Implications for Overrepresentation
African Americans/Blacks: Involuntary Minorities
Hispanic/Latino Americans: Voluntary Minorities
Recommendations
References
8 Family Diversity
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
References
9 Education in Disability and Poverty Debates
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
References
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 III: Instruction
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
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
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
14 A Road Less Traveled
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
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 IV: Supporting and Assessing Diverse Learners
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)
Discussion
Limitations
Future Research
References
17 Technological Practices Supporting Diverse Students in Inclusive Settings
Context
Assistive Technology
Assistive Technology Use in the United States
Assistive Technology Use Around the World
Efficacy of Assistive Technology Interventions
Quality of the Science
Universal Design for Learning
Student Diversity and Learner Variability
The Role of Assistive and Instructional Technology in UDL
Implications for Classroom Practice
UDL Efficacy
Quality of the Science
Future Directions
References
18 Mathematics Assessment for Students with Diverse Learning Needs
Summative Assessments
What are Examples of Summative Assessment?
What are High‐Stakes Assessments?
Considerations for Summative Assessment
Assessment Accommodations
Formative Assessments
Why is Formative Assessment Important for At‐Risk Learners?
What are Examples of Formative Assessment?
Screening and Progress Monitoring
Approaches to Progress Monitoring: Mastery versus General Outcome Measurement
Interpreting Data: How do i Know Students are Making Enough Progress?
Diagnostic Assessments
Why is Diagnostic Assessment Important for At‐Risk Learners?
What are Examples of Diagnostic Assessment?
Considerations for Diagnostic Assessment
Considerations Across Assessment Types
Case Study in Mathematics Assessment
References
19 Reading Assessment Practices for Linguistically Diverse Students at Risk of Developing Language and Literacy Difficulties
Linguistic Characteristics of ELs: Advantages and Challenges for Assessing Reading
Code‐based Skills
Meaning‐making Skills
Characteristics of the Instrument: Obstacles to Valid Assessment of ELs
Cultural and Linguistic Biases
Affective Factors
Characteristics of a Successful System of Support and Assessment: Recommendations for Using Reading Assessments with ELs
Response to Intervention and English Learners at Risk of Reading Difficulties
Assessing English Learners’ Code‐based Skills
Assessing English Learners’ Meaning‐making Skills
Assessing English Learners’ Academic Language Proficiency and Content Knowledge
Assessment Accommodations for ELs
Conclusions and Implications for Educational Practice
References
Part V: Preparation of Educators for Inclusive Environments
20 International Perspectives on Teacher Education for Inclusion
Method
International Development of Inclusive Education
Contemporary International Contexts in Initial Teacher Education for Inclusion
Prevailing International Models of Initial Teacher Education Programs for Inclusion
The Additional Model
Innovative Approaches to a Content‐Infused Model
Reflections on the Way Ahead and Conclusion
References
21 Teachers Developing Knowledge in Low‐ and Middle‐Income Countries
LMIC Contexts
Children with Disabilities in LMICs
Inclusive Pedagogy
Bangladesh, Jamaica, and Tanzania: Three Illustrative Examples
Teachers for Resource Centers and Special Schools: The Development of Specialist Knowledge in Bangladesh
Itinerant Teachers: Integrating Students with Visual Impairments in Secondary Schools in Jamaica
Developing Responsive Teaching: Exploring Mainstream Primary School Teachers’ Practice: Tanzania
Conclusion
References
22 Preparing Educators to Teach Literacy
Knowledge for Teaching Literacy
Research about Literacy Knowledge for Teaching
Conclusions
Dilemmas Inherent in Preparing Educators to Teach Literacy
Knowing Students
Knowing Context
Development of Teachers’ Knowledge throughout a Career
Crafting Practices to Learn Teaching Literacy to Students with Disabilities
Teacher Quality and Teacher Practice
Connecting Literacy Teacher Learning to School Practice
Conclusions
References
23 Leveraging Systems Change to Address Diversity in Special Education Teacher Preparation
Administrators with “Insider” Knowledge of Special Education
The Intersection of Diversity and Social Justice in Teacher Education
The Diversity “Problem” in Special Education
Preparing Teachers in Special Education for Diversity
Transforming Teacher Education through Systems Change
Faculty and Administrators Committed to Diversity
Theoretical Framework and Philosophical Stance Supportive of Diversity
Discussion
References
Index
End User License Agreement
List of Tables
Chapter 02
Table 2.1 Dimensions of Justice
Table 2.2 Tenets of DisCrit
Chapter 05
Table 5.1 Research Studies and Reports on the Diversity of and Access to Support Services
Table 5.2 Research Studies and Reports on Collaboration Among Service Providers and Between Service Providers and Service Users
Chapter 07
Table 7.1 National Extent of the Problem Race/Ethnicity
Chapter 11
Table 11.1 Cross‐tabulated Performance on the 2013 NAEP Exam in Mathematics for Students with Disabilities from Diverse Backgrounds
Table 11.2 Summary of Practices
Chapter 12
Table 12.1 Specific Aims of Curriculum Assessment and Policy Statement
Chapter 16
Table 16.1 Systematic Reviews and Meta‐analyses of Peer‐Tutoring Interventions for Students with Disabilities
Table 16.2 Summary of Study Search and Screening Process
Table 16.3 Summary of the Results of the Systematic Review of Peer Tutoring Studies
Chapter 18
Table 18.1 Common Mathematics Screening and Progress Monitoring Assessments
Guide
Cover
Table of Contents
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