Responding to Learner Diversity and Learning Difficulties

Dennis A. Conrad, Stacey N. J. Blackman

• Publisher: Information Age Publishing
• Year: 2018
• Print ISBN: 9781641133326, 9781641133333
• eBook ISBN: 9781806607419
• Topic: Education
• Subtopic: Inclusive Education

Caribbean Discourse in Inclusive Education Volume II "Responding to Learner Diversity and Learner Difficulties" shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms 'education for all' and 'inclusive education', we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. 'Responding to Learner Diversity and Difficulties' extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education.

This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.

Table of contents

• Cover
• Halftitle
• Frontmatter
• Title
• Copyright
• Contents
• Foreword
• Preface
• Part I RESPONDING TO CHILDREN, YOUTH, AND STUDENTS WITH DISABILITIES AND LEARNING DIFFICULTIES
• CHAPTER 1 EMBRACING DIVERSITY IN EARLY YEARS’ SETTINGS
• CHAPTER 2 SUPPORTING STUDENT DIVERSITY AND LEARNING DIFFICULTY
• CHAPTER 3 MEETING THE NEEDS OF STUDENTS-AT-RISK ESPECIALLY ENGLISH LANGUAGE LEARNERS AND IMMIGRANTS IN AN URBAN CLASSROOM
• CHAPTER 4 FROM PAIN TO THE PROMISE
• CHAPTER 5 LEADING THE CHARGE
• Part II RESPONDING TO CURRICULUM CHALLENGES
• CHAPTER 6 FROM ACADEMIC PERFORMANCES AND LEARNING IN MATHEMATICS TO TRANSCULTURAL KNOWLEDGE
• CHAPTER 7 D.A.N.C.E. INTO DIFFERENTIATION
• CHAPTER 8 USING SELECTED CULTURALLY DIVERSE BOOKS TO IMPROVE CARIBBEAN K–12 CURRICULA
• CHAPTER 9 COOPERATIVE LEARNING AS CRITICAL CULTURALLY SUSTAINING/RESPONSIVE PEDAGOGY
• CHAPTER 10 GENERIC INFLUENCES ON LEARNING, DYSCALCULIA, AND CREATIVITY
• CHAPTER 11 WHEN THE HUMMING HURTS
• Part III TEACHER AND STUDENTS’ RESPONSES TO DIVERSITY
• CHAPTER 12 CULTURALLY RELEVANT TEACHER SELF-EFFICACY AMONG PRESERVICE AND IN-SERVICE TEACHERS IN ST. LUCIA
• CHAPTER 13 LEARNING FROM OUR STORIES
• CHAPTER 14 EXPLORING THE POTENTIAL BENEFITS OF COTEACHING FOR LEARNER DIVERSITY AND LEARNING DIFFICULTIES
• CHAPTER 15 TEACHING CCSS MATHEMATICS
• Part IV ADVOCACY AND RESPONSIVENESS
• CHAPTER 16 MODELS TO PROMOTE PARENT INVOLVEMENT IN CHILDREN’S EDUCATION WITHIN THE U.S. VIRGIN ISLANDS
• CHAPTER 17 BARBADIAN AND VINCENTIAN STUDENTS’ PERSPECTIVES OF DIFFERENCE, ITS TENSIONS, AND STUDENT INCLUSION
• CHAPTER 18 RESPONDING TO BARRIERS TO INCLUSION
• CHAPTER 19 TRANSFORMATIVE TEACHER LEADERSHIP IS INCLUSIVE EDUCATION
• About the Contributors