The Wiley Handbook of Diversity in Special Education (Wiley Handbooks in Education)

The Wiley Handbook of Diversity in Special Education is a state-of-the-art reference showcasing cutting-edge special education research with a focus on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds. Cutting-edge special education research focusing on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds An authoritative contribution to the field, this work charts a new path to effective interventions and sets an agenda for future research Addresses disabilities from an international perspective Cultural Differences: Implications for Overrepresentation -- African Americans/Blacks: Involuntary Minorities -- Hispanic/Latino Americans: Voluntary Minorities -- Recommendations -- Note -- References -- Chapter 8 Family Diversity: From the Margins to the Center -- Speaking Through the Courts -- In a Whisper: Coming to the Individualized Education Program (IEP) Table -- African American Families -- Hispanic, Native American, and Asian Families -- Rising Voices -- In Whose Voice? Challenges of Representation and Methodology -- Key Themes: Cultural/Historical Conversations -- The Activation of Cultural Capital -- Conclusion and Recommendations for Practice: Seeing Diversity as the Norm -- Note -- References -- Chapter 9 Education in Disability and Poverty Debates: Research Insights from Southern Contexts -- Examining the Relationship Between Disability and Poverty -- The Evidence Base on the Importance of Education in Poverty Reduction -- Research Examining the Interplay between Disability, Poverty, and Schooling -- Revisiting Current Discourse in Relation to Education of Children with Disabilities -- Notes -- References -- Chapter 10 Supporting Language and Literacy Development for Additional Language Learners with Disabilities -- Additional Language and Literacy Development in Children -- Who are ALLs? -- What Environmental Factors Influence Language and Literacy Development? -- What Cognitive and Linguistic Skills Affect this Development? -- What Factors Distinguish Second-Language Acquisition from Learning Disabilities? -- Improving Methods of Evaluation -- Improving Opportunities to Learn -- Contextual and Instructional Factors that Support Literacy Development -- Access to and Meaningful Engagement with Print -- Providing Culturally Responsive Instructional Experiences -- Ongoing and Extensive Vocabulary and Second-Language Support Integration of Culturally and Linguistically Responsive Practices -- Relevant Materials -- Interactive Teaching -- Flexible Grouping Formats -- Contemporary Social Issues -- Language and Literacy -- Academic Language -- Writing Instruction -- New Developments -- References -- Chapter 14 A Road Less Traveled: Writing Research for Diverse Students with Disabilities -- Standards for Written Language -- Writing Difficulties -- Instructional Frameworks -- The Writing Process Model -- Cognitive Apprenticeship -- Self-regulated Strategy Development (SRSD) -- Sheltered Instruction Observation Protocol (SIOP) -- Current Research: What Works -- Diverse Urban Settings -- Diverse Rural Settings -- International Settings -- Implications for Practice and Future Research -- References -- Chapter 15 Empowering Academically Diverse Learners in History Classrooms -- History Education: A Global Perspective -- Working with Multiple Source Documents -- Research on Academically Diverse Learners in History -- Content-Enhancement Strategies -- Graphic Organizers -- Mnemonic Tools -- Text Structure -- Discussion, Think-Pair-Share, and Opportunities for Peer Interaction -- Historical Discussion -- Peer Tutoring -- Twenty-First-Century Learning Tools -- Virtual History Museum -- Project-Based Learning and Inquiry -- Apprenticing Historical Reading, Writing, and Thinking Skills -- Discussion and Recommendations -- Limitations and Future Research -- References -- Part 4 Part IV Supporting and Assessing Diverse Learners -- Chapter 16 A Systematic Review of Peer Tutoring Interventions for Students with Disabilities -- History of Peer Tutoring in Special Education with Diverse Learners -- Results from Systematic Reviews and Meta‐analyses of Peer Tutoring -- Purpose of the Present Study -- Method -- Results -- Class-wide Peer Tutoring -- Reciprocal Peer Tutoring (RPT) Extra Support for Early Reading Development -- Implications for Research and Practice -- References -- Part 3 Part III Instruction -- Chapter 11 Teaching Mathematics to Students with Disabilities from Diverse Backgrounds -- Research-based Instructional Practices for Students with Disabilities from Diverse Backgrounds -- Students with Disabilities Who are English Language Learners and Students of Color -- Students with Disabilities who are also Students of Diverse Ethnicities -- Summary -- Instructional Practices for Diverse Students: What the Research Suggests -- Students with Disabilities -- English Language Learners -- Students of Color -- General Implications and Recommendations for Instruction -- Key Considerations for Further Research -- References -- Chapter 12 Research in Science Education for Students with Special Education Needs -- Science Education Equity for All Students: Global Initiatives -- Science and Special Education: Perspectives from the United States -- Inclusive Education for Students with Disabilities -- Early Science Education for Students with Disabilities -- The Science for All Movement -- Assessing Science Performance for Students with Disabilities and ELLs -- Identifying Barriers to Science Learning for Students with Disabilities and ELLs -- Effective Science Instruction for Students with Disabilities and ELLs -- Science and Learning for Students with Disabilities: Perspectives from South Africa -- Establishing Inclusive Education -- Teacher Professional Development -- South African Perspectives in Science Education -- Moving Forward in Research in Diversity in Special and Science Education -- References -- Chapter 13 Reading Instruction for Diverse Students with Learning Disabilities -- Reading Acquisition and Development -- Effective Instructional Strategies for CLD Students with Disabilities Chapter 3 The Advancement of Inclusive Education for Students with Disabilities: An International Perspective -- International Initiatives -- Advancements and Challenges for Inclusive Education: A Global Perspective -- Conclusions -- References -- Chapter 4 On the Purpose of Schooling: Inviting In, or Locking Out? -- Analytical Framework -- Defining Justice -- What is Social Justice? -- Dominance, Power, and Privilege -- Identity and the Politics of Recognition -- Social Justice Education -- Designing Social Systems -- The State of the Nations -- Categories of Exclusion -- Global Exclusion from Educational Opportunity -- The Purpose of Schooling -- References -- Chapter 5 The Cultural Understanding of Inclusion in Diverse Settings: Support Services and Collaboration -- Inclusion and Support Services: Global and Local Understandings -- Diversity of Support Service -- Access to Support Services -- Culturally Sensitive Collaboration and Integrated Services -- Collaboration Among Culturally Diverse Professionals -- Culturally Sensitive Collaboration Between Service Providers and Service Users -- Collaboration Between Service Providers and Service Users With Disabilities -- Collaboration Between Service Providers and CLD Families of Children With Disabilities -- Concluding Remarks -- References -- Chapter 6 Inclusion and Practice: The Perspective of Two Countries -- A Review of Educational Policy in Finland and Scotland -- Educational Policy in Finland -- Educational Policy in Scotland -- Promoting Inclusive Education with Co-teaching -- Core of Inclusive Special Education -- References -- Part 2 Part II Contemporary Issues in Educating Diverse Students -- Chapter 7 Students in Special Education: Issues, Theories, and Recommendations to Address Overrepresentation -- Overview of Demographics of Special Education in Schools Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Foreword -- Preface: The Wiley Handbook of Diversity in Special Education -- Acknowledgments -- Part 1 Part I Including Students with Disabilities -- Chapter 1 The Convention on the Rights of Persons with Disabilities: Reconstructing Disability to Reimagine Education -- Structure and Overview of the CRPD -- Recasting Disability as a Social Construction -- Pursuit of Inclusive Education -- International Education Governance -- Promises, Progress, and Challenges -- Social Models and Cultural Realities -- Inclusive Schooling -- Legislative Activity -- Disability within Education for All -- School and Community Attitudes -- Persistence and Resurgence of Segregated Schooling -- Continuing Tensions and Prospects for Resolution -- Reconstructing Views of Disability -- Development Agenda -- International Governance -- Postscript: The Quest for Inclusive Schooling -- References -- Chapter 2 Taking a Spatial Turn in Inclusive Education: Seeking Justice at the Intersections of Multiple Markers of Difference -- What is Inclusive Education? Evolving Conceptualizations -- Historically Changing Equity Issues: Access to Inclusive Places and Practices, Accountability, or a Radical Transformation of Entire Educational Systems? -- Shifting Populations: Students with Dis/abilities, SEN, or All Students? -- Consequences of Inclusive Education's Conceptual Ambiguities -- Inclusive Education Expanded -- Inclusive Education as Redistribution, Recognition, and Representation -- Redistribution -- Final Thoughts about Three Dimensions of Justice -- Cross-pollinating Inclusive Education with DisCrit -- Taking a Spatial Turn in Inclusive Education: Addressing Spatial (In)Justices -- Conclusion: An Inclusive Education Research Agenda -- Note -- References "Showcas[es] cutting-edge special education research with a focus on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds ... Addresses disabilities from an international perspective."--Publisher's description Do policies and practices in special education work for children and youth around the globe, who have varying educational opportunities and hail from diverse backgrounds? The Wiley Handbook of Diversity in Special Education tackles this important issue