Intersections of Diversity, Literacy, and Learner Difficulties : Conversations Between Teacher, Students and Researchers

This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access.By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts. Acknowledgements Contents Editors and Contributors Review Board 1 Premise of the Book: Considering Learner Difference and Literacy Introduction Theoretical Perspectives A Social Constructivist View Direct Instruction vs Social Constructivist Perspectives Education as Liberation Conclusion References Part I Literacy Contexts: A Matter of Difference 2 “I’m Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise Introduction Literature Review: “What Are Reasons Behind Separate Instruction for Some Students?” A Medical Model: Positioning Learners as Individuals in Relation to a Constructed Norm A Social Constructivist Stance: Challenging Traditional Medical Model/Deficit Perspectives on Learning and Learners The Power of Normative Discourse High Expectations Curriculum: Repositioning Learners and Learning Differences Exemplars of High Expectations Curriculum in the Literature Ms. Mary Moran’s Classroom: An Exemplar of Inclusion as Social Justice Education Classroom Context Procedural Writing Within a Socio-Cultural Frame The First Dimension: Ensuring That Academic Curriculum Reflects Students’ Expertise The Second Dimension: Ensuring That All Students Learn What Is Valued and Assessed in the Curriculum Students’ Interests and Lives in Dialogue with High Academic Expectations Conclusion References 3 Collaboration in Career and Technical Education to Support All Learners: Reflections and Practices from the Field Introduction Career and Technical Education, Academic-Technical Integration, and Literacy Background, Purpose, and Method: School Contexts and Partnership Positioning Our Work: Related Methodologies Portraits of Practice Nancy and Cindy: Welcome to M–O! Nancy: Talk, Tools, Tasks—The Literacy Trifecta Cindy: Building Context, Not Compartments—Social Studies Teaching and Civic Learning Integrating the Integration Marta: Extending Integration Through School-College Collaboration Discussion Conclusion References 4 Effective Planning and Revising Strategies for Meeting the Needs of Students with Learning Difficulties and Literacy Needs Introduction Writing Characteristics of Struggling Students with Learning and Literacy Difficulties Documented Effectiveness of Writing Strategy Instruction Self-Regulated Strategy Development (SRSD): An Effective Instructional Framework Teaching Effective Writing Strategies Planning Strategies Revising Strategies Current Study Method Participants Writing Prompts Measures Experimental Design Instructional Procedures Results Planning Revising Essay Length Percentage of Correct Writing Sequences (%CWS) Compare-Contrast Text Structure Elements Writing Quality Discussion Accommodating Struggling Students’ Individual Needs Conclusion References 5 (Re)Framing Difficulty: ELLs and Literacy Instruction Introduction Early Challenges to Effective Literacy Instruction Culturally and Linguistically Responsive Literacy Instruction Improving Literacy Instruction for ELLs Integrating Multicultural Materials Essential Literacy Skills Effective Instructional Considerations Authentic Assessment Relationship Building The Future of CLRLI References 6 Listen to Their Voices: Early Childhood Professionals Reflect on Their Experiences Teaching Language Skills to Young Children Introduction Overview Methods Participants Data Analysis Findings and Implications Concepts That Emerged From the Study of Early Childhood Site Directors and Educators Experience and Exposure is Essential: The Value of Prior Experience in Classrooms Before Becoming a Head Teacher. Reflection Works: How Educators Consider the Usefulness of Phrases Like “Use Your Words” Access Matters to Everyone in Early Childhood Education Limitations Conclusion References 7 Stories of Teaching (and Learning How to Teach) Literacy to Diverse Learners in a Language Classroom Layers Upon Layers: Stories of Teaching and Learning How to Teach Literacy to Diverse Learners in a Language Classroom Philippa’s Story (Part I) Context Olivia’s Story: Language and Cultural Barriers or Learning Disability? Johnny’s Story: Teaching Language to Students with Learning Disabilities Kobi’s Story: What’s (Not) Happening in Teacher Education Beatrice’s Story: Looking for Resources Discussion Limitations, Contributions, and Further Research Part II: Philippa’s Story References Part II It’s Personal: Advocacy and Action 8 Learner Differences and Second Language Learning: A Post-colonial Perspective Please Don’t Muzzle Me My Interest and Positionality Aims of the Study Methodology Autoethnography Poetics Contexts Historical and Cultural Context Reflections from My Teaching Experiences Silent Indoors, Noisy Outside Interesting experience shared in Trinbagonian Creole I Wanted to Tell You Teacher This Is Why I Cry Let Me Introduce Myself I just Want Justice Sentenced to Silence Discussion Conclusion Education? References 9 The Construction of Literacy Identity: Alice’s Story Introduction Background The Discursive Construction of Identity Research Method Participants and Context Data Collection and Analysis Competing Discourses: Ed. Reform vs. Differentiated Instruction Alice’s Story Resisting Reading Groups Literacy as Defined by a Reading Group and Harry Potter Conflicting Identities Conclusion References 10 An Ecological Examination of “Literacies”: A Mother’s Journey Introduction: Purposing My Story Context of the Study About Me About Zahra Framing the Story: This Situation is Problematic Ecological Theory Intellectual Disability-Changing Attitudes Society’s Perspectives on Disability as Deficit and Teacher Centricity as Paramount Equitable Access as a Right Literacy Practices in Trinidad and Tobago An Autoethnographic Approach Unpacking Experiences and Recollections Seeking Educational Access: My Role as Advocate Respect for Parents as Stakeholders The Ambivalent Bureaucracy Conclusions and Recommendations References Part III Moving Forward & Building Bridges 11 Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings Introduction Context: Deercreek Elementary Experiencing Inclusive Education Rejecting a Medical Model of Intervention Inclusion and Literacy in Urban Schools Personal Development and Strategic Instruction Method Data Collection and Analysis The Pathway to Success for Inclusive Literacy at Deercreek Culture of Collaboration that Promotes Student Success Professional Development and Instructional Leadership Transforming Student Success in Literacy Conclusion References 12 Moving All up at Sireira Moderna Academy Introduction Who Am I? Context Interprofessional Collaboration: A Framework of Inter-Literacies Moving Out of Silos: Disciplinary Literacy Social Literacy: Situating Student Success Micro-Political Literacy: Navigating the Landscape for Learning About the Inquiry Data Analysis Lessons Learned Administrative Encouragement of Collaborative Practice Student-Focused Pedagogy and Intervention Professional Worth Inclusion Home School Partnership Student Success Supplementary Successes Discussion Conclusion References 13 Final Thoughts Conversations, Intersections, and Education for All: Where To? References Afterword This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts