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Book part
Publication date: 3 February 2015

Jason Goulah and Sonia W. Soltero

This chapter examines in-service teachers’ transformed perspectives and practices for educating emergent bilinguals resulting from graduate study in a bilingual education graduate…

Abstract

This chapter examines in-service teachers’ transformed perspectives and practices for educating emergent bilinguals resulting from graduate study in a bilingual education graduate program in Chicago. This examination is contextualized in consideration of emergent bilinguals relative to the changing face of P-12 classrooms and gaps in teacher education. Findings from autoethnographic and discourse analytic inquiry suggest that teacher preparation in bilingual education (1) prepared and empowered in-service teachers to meet the academic, social, and cultural-linguistic needs of emergent bilinguals in their classrooms and (2) fostered a conscious inner transformation in in-service teachers that resulted in new ways and purposes of interacting with emergent bilingual students, their families, and colleagues. Findings also suggest that although there is institutional progress in meeting emergent bilinguals’ needs, it is incremental and insufficient. There are three major deficiencies: (1) new and increased teacher education standards lack the required specialized coursework in the education of emergent bilinguals; (2) teacher preparation of emergent bilinguals is inadequate; and (3) teacher preparation programs resist requiring specialized coursework in teaching emergent bilinguals.

Book part
Publication date: 9 November 2006

Carol M. Szymanski

Individuals with disabilities may not be aware of their communicative, academic, social, and/or vocational needs. Over the last 20 years, self-advocacy has been referred to as a…

Abstract

Individuals with disabilities may not be aware of their communicative, academic, social, and/or vocational needs. Over the last 20 years, self-advocacy has been referred to as a goal for education, a civil rights movement, and a component of self-determination (Test, Fowler, Wood, Brewer, & Eddy, 2005). As a measurable skill, self-advocacy can be specifically defined as a skill that helps “individuals communicate their needs and stand up for their own interests and rights” (Yuan, 1994, p. 305). Individuals diagnosed with a variety of disabilities (learning disabilities, cognitive impairments, language disorders, etc.) experience difficulty in achieving success in situations where they are required to communicate their needs and stand up for their rights. Test et al. (2005) documented 25 definitions of self-advocacy that were published between 1977 and 2002. The most recent definition focused on self-advocacy in the realm of social change and civil rights; the enablement of individuals with disabilities to make decisions, speak for themselves, and stand up for their rights.

Details

Current Perspectives in Special Education Administration
Type: Book
ISBN: 978-1-84950-438-6

Book part
Publication date: 26 July 2005

Celia Genishi, Shin-ying Huang and Tamara Glupczynski

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and…

Abstract

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.

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Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

Book part
Publication date: 12 November 2015

Delia E. Racines

The current 5.4 million English Learners (ELs) make up the lowest performing academic group in the United States (US) today. A number of weaknesses and struggles in the field of…

Abstract

The current 5.4 million English Learners (ELs) make up the lowest performing academic group in the United States (US) today. A number of weaknesses and struggles in the field of EL education have been simmering below the surface for years, and while previously treated as an unspoken dysfunction in our education system, the inequitable treatment of ELs can no longer be ignored. There is an urgent need to ensure equitable, inclusive, high-quality educational opportunities and outcomes for ELs, including preparation for college and career readiness. This study relies on two established legal policy research methodologies, specifically the four-step method of analysis and the quantitative method of “simple-box scoring,” to systematically analyze case law outcomes and identify seven litigation trends from cases over the past 40 years. This research can provide alternative proactive remedies other than costly litigation and demonstrates the need for a more effective coordination of mechanisms to unite institutions that service ELs. This study bridges the gap of critical knowledge needed to help educators, attorneys, and professors who prepare school leaders and teachers to meet legal requirements for ELs, each of whom are entitled by law to access mainstream curriculum. Further limitations and implications are presented.

Details

Legal Frontiers in Education: Complex Law Issues for Leaders, Policymakers and Policy Implementers
Type: Book
ISBN: 978-1-78560-577-2

Book part
Publication date: 16 September 2014

Sigamoney Naicker

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities…

Abstract

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities linked to its colonial and racist past to a democratic society. This intriguing section ends with the most recent development in the new democracy form special needs education to inclusive education. Next, the chapter provides prevalence and incidence data followed by trends in legislation and litigation. Following these sections, detailed educational interventions are discussed in terms of policies, standards and research as well as working with families. Then information is provided on regular and special education teacher roles, expectations and training. Lastly, the chapter comprehensively discusses South Africa’s special education progress and challenges related to budgetary support, staff turnover, and a lack of prioritizing over the number of pressing education goals in the country’s provinces.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 26 July 2021

Jose W. Lalas and Heidi Luv Strikwerda

Despite the plethora of instructional programs and strategies emanating from research, our current efforts have not produced results that could prove to us that our approach in…

Abstract

Despite the plethora of instructional programs and strategies emanating from research, our current efforts have not produced results that could prove to us that our approach in addressing the needs of English learners (ELs) is working adequately. We believe that aside from the lively and rigorous standard-based teaching that is designed by teachers and others involved in educating students, it is imperative to view the impact of teaching on student learning which would be indicative of how ELs are connected in the process based on what their backgrounds are, who they are with regards to social and cultural identities, and how they learn. We put forth the idea that the lack of progress in the language development and academic achievement of ELs is not solely due to the body of knowledge related to curriculum and instruction but influenced by a variety of factors that pertain to language and race. We think race matters in working with ELs because teachers like any other people may have prejudgmental ideological stances and cultural and racial biases that might influence their perceptions of their students as learners. Several equity-related matters such as identity recognition, sense of belonging, critical consciousness, and hope are viable considerations as well in teaching ELs. However, prejudice against students based on race reinforced by institutionalized language policies related to teaching and testing and microaggressions may turn out to be the culprit in causing the disengagement of English language learners.

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Minding the Marginalized Students Through Inclusion, Justice, and Hope
Type: Book
ISBN: 978-1-83982-795-2

Keywords

Book part
Publication date: 16 September 2021

Jaimie Hoffman and Autumn Willinger

As institutions forge forward with creating online learning experiences for college and university students, student affairs professionals should seek to create an experience that…

Abstract

As institutions forge forward with creating online learning experiences for college and university students, student affairs professionals should seek to create an experience that anticipates and supports their needs from expression of interest in the program to graduation. The term “student affairs” encompasses administrative and management functions created to meet the needs of students including extracurricular activities as well as academic and emotional support. Student affairs departments may be involved in residence life, advising, leadership development, career services, advocacy and support services, and more. All students, including online students, excel both academically and emotionally when they feel valued, welcomed, and supported. The following chapter provides recommendations on ways campuses can transform the existing ecosystem of support services and engagement opportunities to be inclusive of online learners. A systematic review of the current ecosystem of support has been made to analyze the ways in which access is provided remotely to online learners and to ensure that the language and engagement opportunities shared with students are inclusive of online learners. In addition to this expanding of current support systems, it is recommended that campuses should consider specific initiatives they can create and implement for their online population including online orientation, success coaching, library support services, and the use of predictive analytics for student success.

Details

International Perspectives on Supporting and Engaging Online Learners
Type: Book
ISBN: 978-1-80043-485-1

Keywords

Book part
Publication date: 26 July 2021

Dina Joana Ocampo, Rozanno Rufino and Junette Fatima Gonzales

The indigenous peoples of the Philippines have had to struggle against historical injustices for centuries. They fought against colonization and the subjugation of their cultures…

Abstract

The indigenous peoples of the Philippines have had to struggle against historical injustices for centuries. They fought against colonization and the subjugation of their cultures and ways of life. Over the decades, their next generations are confronted with exclusion, discrimination, and encroachments on their ancestral domains which have resulted in social and economic disadvantages. An obvious case in point is the lack of sympathetic and affirmative policy directives for the culture-based education of indigenous children and youth. This paper reflects on the policy development processes undertaken to institutionalize inclusion and social justice in indigenous peoples education policies within the K to 12 Basic Education Program. Using the method of narrative inquiry, the stories of reform are told from the point of view of those who facilitated the crafting of these policies. Three narratives demonstrate that contextualized and empowering education strategies and processes transform not only policy but also the policy makers.

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Minding the Marginalized Students Through Inclusion, Justice, and Hope
Type: Book
ISBN: 978-1-83982-795-2

Keywords

Book part
Publication date: 14 July 2014

Joy Lawson Davis

Family involvement in the education of children and youth is recognized throughout research and practice as critical to the success of children in schools. This involvement has…

Abstract

Family involvement in the education of children and youth is recognized throughout research and practice as critical to the success of children in schools. This involvement has been described as impactful across population and ability groups. This chapter examines contemporary literature and practice as it relates to the engagement of parents of high ability and gifted learners. These families, whose children and youth have unique learning needs, originate from a variety of cultural groups nationwide. Innovative practices specifically designed to improve connections with families and enhance services for culturally different gifted students are emphasized in this chapter.

Details

Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

Keywords

Book part
Publication date: 24 October 2016

Christy M. Borders, Stephanie Gardiner-Walsh, Molly Herman and Molly Turner

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of…

Abstract

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

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