This essential book offers clear guidelines for determining if the CLD/ELL students in your general education classroom are experiencing typical language differences, learning disabilities, or both.
This essential book offers clear guidelines for determining if the CLD/ELL students in your general education classroom are experiencing typical language differences, learning disabilities, or both.
Gerry McCain, PhD, is a professor of education at Southern Oregon University. He taught Bilingual Special Education in Las Cruces, New Mexico, prior to earning his doctorate in Bilingual Special Education. Megan Farnsworth, PhD, is an associate professor of special education at Southern Oregon University.
Inhaltsangabe
Contents Foreword by Catherine Collier Meet the Authors Acknowledgments eResources Introduction Chapter 1: The Role of the Cultural Self in Teaching and Learning Chapter 2: File Review: Get to Know Your Students' Culture(s) and Language(s) Chapter 3: Inclusive Classrooms Begin With Culturally Responsive Pedagogy Chapter 4: Collaboration for Resilient Socioemotional Identities Chapter 5: Moving Beyond Behavior Management to Student Empowerment Chapter 6: Weighing Evidence: Challenges Due to Intrinsic or Extrinsic Conditions? Chapter 7: Discussion and Final Thoughts Appendix A: Trent's Full IEP Appendix B: Emotion Words List Appendix C: Rosa's AQS III Scoring Form Appendix D: Jun's NLP Appendix E: Jun's AQS III Scoring Form Appendix F: Collaborating with Families of English Language Learners, the "Sharing Basket" Project" Appendix G: Rosa's Story Appendix H: When I Feel Angry, I Can Make Choices. I Can Handle My Anger in Good Ways! Appendix I: Strategies and Examples for Less Acculturated Students
Contents Foreword by Catherine Collier Meet the Authors Acknowledgments eResources Introduction Chapter 1: The Role of the Cultural Self in Teaching and Learning Chapter 2: File Review: Get to Know Your Students' Culture(s) and Language(s) Chapter 3: Inclusive Classrooms Begin With Culturally Responsive Pedagogy Chapter 4: Collaboration for Resilient Socioemotional Identities Chapter 5: Moving Beyond Behavior Management to Student Empowerment Chapter 6: Weighing Evidence: Challenges Due to Intrinsic or Extrinsic Conditions? Chapter 7: Discussion and Final Thoughts Appendix A: Trent's Full IEP Appendix B: Emotion Words List Appendix C: Rosa's AQS III Scoring Form Appendix D: Jun's NLP Appendix E: Jun's AQS III Scoring Form Appendix F: Collaborating with Families of English Language Learners, the "Sharing Basket" Project" Appendix G: Rosa's Story Appendix H: When I Feel Angry, I Can Make Choices. I Can Handle My Anger in Good Ways! Appendix I: Strategies and Examples for Less Acculturated Students
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