Determining Difference from Disability

What Culturally Responsive Teachers Should Know

Gerry McCain, Megan Farnsworth

• Publisher: Routledge
• Year: 2018
• Print ISBN: 9781138577749
• eBook ISBN: 9781351266185
• Edition: 1
• Topic: Education
• Subtopic: Education General

This essential book offers clear guidelines for determining if the Culturally Linguistically Diverse (CLD) students / English Language Learners (ELL) in your general education classroom are experiencing typical language differences, learning disabilities, or both. By combining helpful case-studies with insightful research, the authors provide a framework for differentiating instruction that uses culturally appropriate interventions to build upon student strengths while creating a foundation for further learning and achievement. You will discover how to:

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• Connect your own and your students' cultural assets to classroom content;

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• Review language acquisition stages and design corresponding instruction;

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• Collaborate with peers and discuss the realities of reaching out for support and problem solving;

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• Choose effective and appropriate instructional strategies based on documentation of data through progress monitoring;

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• Move from a traditional behavioristic perspective to a more culturally responsive perspective;

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• Identify patterns in formal assessments and informal instruction in order to distinguish between language differences and learning disabilities.

In addition, the book includes a number of activities and graphs that can be implemented immediately in any classroom. Many of these materials can be downloaded for free from the book's product page: www.routledge.com/9781138577756.

Table of contents

• Cover
• Title
• Copyright
• Dedication
• Contents
• Foreword
• Meet the Authors
• Acknowledgments
• eResources
• Introduction
• 1 The Role of the Cultural Self in Teaching and Learning
• 2 File Review: Get to Know Your Students’ Culture(s) and Language(s)
• 3 Inclusive Classrooms Begin With Culturally Responsive Pedagogy
• 4 Collaboration for Resilient Socioemotional Identities
• 5 Moving Beyond Behavior Management to Student Empowerment
• 6 Weighing Evidence: Challenges Due to Intrinsic or Extrinsic Conditions?
• 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