The Wiley Handbook of Diversity in Special Education E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: Wiley Handbooks in Education
• Sprache: Englisch

Seitenzahl: 1183

Veröffentlichungsjahr: 2017

Beschreibung

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

Leseprobe

Table of Contents

Cover

Title Page

Notes on Contributors

Foreword

References

Preface

References

Acknowledgments

Editorial Review Board

PhD Special Education Students, University of Illinois at Chicago (United States)

Part I: Including Students with Disabilities

1 The Convention on the Rights of Persons with Disabilities

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

2 Taking a Spatial Turn in Inclusive Education

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

References

3 The Advancement of Inclusive Education for Students with Disabilities

International Initiatives

Advancements and Challenges for Inclusive Education: A Global Perspective

Conclusions

References

4 On the Purpose of Schooling

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

5 The Cultural Understanding of Inclusion in Diverse Settings

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

6 Inclusion and Practice

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 II: Contemporary Issues in Educating Diverse Students

7 Students in Special Education

Overview of Demographics of Special Education in Schools

Cultural Differences: Implications for Overrepresentation

African Americans/Blacks: Involuntary Minorities

Hispanic/Latino Americans: Voluntary Minorities

Recommendations

References

8 Family Diversity

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

References

9 Education in Disability and Poverty Debates

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

References

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

Extra Support for Early Reading Development

Implications for Research and Practice

References

Part III: Instruction

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

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

13 Reading Instruction for Diverse Students with Learning Disabilities

Reading Acquisition and Development

Effective Instructional Strategies for CLD Students with Disabilities

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

14 A Road Less Traveled

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

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 IV: Supporting and Assessing Diverse Learners

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)

Nonreciprocal Peer Tutoring (NRPT)

Discussion

Limitations

Future Research

References

17 Technological Practices Supporting Diverse Students in Inclusive Settings

Context

Assistive Technology

Assistive Technology Use in the United States

Assistive Technology Use Around the World

Efficacy of Assistive Technology Interventions

Quality of the Science

Universal Design for Learning

Student Diversity and Learner Variability

The Role of Assistive and Instructional Technology in UDL

Implications for Classroom Practice

UDL Efficacy

Quality of the Science

Future Directions

References

18 Mathematics Assessment for Students with Diverse Learning Needs

Summative Assessments

What are Examples of Summative Assessment?

What are High‐Stakes Assessments?

Considerations for Summative Assessment

Assessment Accommodations

Formative Assessments

Why is Formative Assessment Important for At‐Risk Learners?

What are Examples of Formative Assessment?

Screening and Progress Monitoring

Approaches to Progress Monitoring: Mastery versus General Outcome Measurement

Interpreting Data: How do i Know Students are Making Enough Progress?

Diagnostic Assessments

Why is Diagnostic Assessment Important for At‐Risk Learners?

What are Examples of Diagnostic Assessment?

Considerations for Diagnostic Assessment

Considerations Across Assessment Types

Case Study in Mathematics Assessment

References

19 Reading Assessment Practices for Linguistically Diverse Students at Risk of Developing Language and Literacy Difficulties

Linguistic Characteristics of ELs: Advantages and Challenges for Assessing Reading

Code‐based Skills

Meaning‐making Skills

Characteristics of the Instrument: Obstacles to Valid Assessment of ELs

Cultural and Linguistic Biases

Affective Factors

Characteristics of a Successful System of Support and Assessment: Recommendations for Using Reading Assessments with ELs

Response to Intervention and English Learners at Risk of Reading Difficulties

Assessing English Learners’ Code‐based Skills

Assessing English Learners’ Meaning‐making Skills

Assessing English Learners’ Academic Language Proficiency and Content Knowledge

Assessment Accommodations for ELs

Conclusions and Implications for Educational Practice

References

Part V: Preparation of Educators for Inclusive Environments

20 International Perspectives on Teacher Education for Inclusion

Method

International Development of Inclusive Education

Contemporary International Contexts in Initial Teacher Education for Inclusion

Prevailing International Models of Initial Teacher Education Programs for Inclusion

The Additional Model

Innovative Approaches to a Content‐Infused Model

Reflections on the Way Ahead and Conclusion

References

21 Teachers Developing Knowledge in Low‐ and Middle‐Income Countries

LMIC Contexts

Children with Disabilities in LMICs

Inclusive Pedagogy

Bangladesh, Jamaica, and Tanzania: Three Illustrative Examples

Teachers for Resource Centers and Special Schools: The Development of Specialist Knowledge in Bangladesh

Itinerant Teachers: Integrating Students with Visual Impairments in Secondary Schools in Jamaica

Developing Responsive Teaching: Exploring Mainstream Primary School Teachers’ Practice: Tanzania

Conclusion

References

22 Preparing Educators to Teach Literacy

Knowledge for Teaching Literacy

Research about Literacy Knowledge for Teaching

Conclusions

Dilemmas Inherent in Preparing Educators to Teach Literacy

Knowing Students

Knowing Context

Development of Teachers’ Knowledge throughout a Career

Crafting Practices to Learn Teaching Literacy to Students with Disabilities

Teacher Quality and Teacher Practice

Connecting Literacy Teacher Learning to School Practice

Conclusions

References

23 Leveraging Systems Change to Address Diversity in Special Education Teacher Preparation

Administrators with “Insider” Knowledge of Special Education

The Intersection of Diversity and Social Justice in Teacher Education

The Diversity “Problem” in Special Education

Preparing Teachers in Special Education for Diversity

Transforming Teacher Education through Systems Change

Faculty and Administrators Committed to Diversity

Theoretical Framework and Philosophical Stance Supportive of Diversity

Discussion

References

Index

End User License Agreement

List of Tables

Chapter 02

Table 2.1 Dimensions of Justice

Table 2.2 Tenets of DisCrit

Chapter 05

Table 5.1 Research Studies and Reports on the Diversity of and Access to Support Services

Table 5.2 Research Studies and Reports on Collaboration Among Service Providers and Between Service Providers and Service Users

Chapter 07

Table 7.1 National Extent of the Problem Race/Ethnicity

Chapter 11

Table 11.1 Cross‐tabulated Performance on the 2013 NAEP Exam in Mathematics for Students with Disabilities from Diverse Backgrounds

Table 11.2 Summary of Practices

Chapter 12

Table 12.1 Specific Aims of Curriculum Assessment and Policy Statement

Chapter 16

Table 16.1 Systematic Reviews and Meta‐analyses of Peer‐Tutoring Interventions for Students with Disabilities

Table 16.2 Summary of Study Search and Screening Process

Table 16.3 Summary of the Results of the Systematic Review of Peer Tutoring Studies

Chapter 18

Table 18.1 Common Mathematics Screening and Progress Monitoring Assessments

Guide

Cover

Table of Contents

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The Wiley Handbook of Diversity in Special Education

Edited by Marie Tejero Hughes and Elizabeth Talbott

This edition first published 2017© 2017 John Wiley & Sons, Inc.

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Library of Congress Cataloging‐in‐Publication Data

Names: Hughes, Marie Tejero, 1965– editor. | Talbott, Elizabeth, 1960– editor.Title: The Wiley handbook of diversity in special education / edited by Marie Tejero Hughes and Elizabeth Talbott.Description: Chichester, UK ; Hoboken, NJ : John Wiley & Sons, 2017. | Includes bibliographical references and index.Identifiers: LCCN 2016041894 | ISBN 9781118768884 (cloth) | ISBN 9781118768822 (epub) | ISBN 9781118786970 (ePDF)Subjects: LCSH: Special education–Study and teaching.Classification: LCC LC4019 .H355 2017 | DDC 371.9–dc23LC record available at https://lccn.loc.gov/2016041894

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Notes on Contributors

Terese C. Aceves is an associate professor in the School of Education at Loyola Marymount University in Los Angeles, California (United States). Her primary areas of research and publication focus on early reading and language development among English language learners, culturally responsive practices in special education, and special education advocacy for primarily low‐income Latino families. She engages in ongoing pro bono work for nonprofit organizations that support students with disabilities and their families.

Subini Ancy Annamma is an assistant professor in the Department of Special Education at the University of Kansas (United States). Her research and pedagogy focus on increasing access to equitable education for historically marginalized students and communities. Specifically, she examines the social construction of race and ability—how the two are interdependent, how they intersect with other identity markers, and how their mutually constitutive nature impacts education experiences. She centers this research in urban education and juvenile incarceration settings and focuses on how student voice can identify exemplary educational practices.

Elias Avramidis is an assistant professor at the Department of Special Education, University of Thessaly (Greece). His research mainly focuses on examining the theory and practice of inclusive education and the barriers to its implementation. He has published on topics such as the theory and practice of inclusion; teachers’ attitudes towards inclusive education; the identification of and provision for children with difficulties in literacy; and the social impacts of inclusive education.

Wanda J. Blanchett is the dean and distinguished professor at the Graduate School of Education, Rutgers University (United States). Her teaching, research and service focuses on issues of educational inequity including urban teacher preparation; issues of race, class, culture, and gender; disproportionate representation of students of color in special education; severe disabilities; transition planning; and issues of sexuality for students with disabilities.

Rhona Brown is the head of programs for the British Council Nepal, and is responsible for managing the development, coordination, and delivery of education operations. She has worked in teacher education in Nepal, Sri Lanka, and Tanzania. She completed her master’s degree in international education and development at the University of Sussex (United Kingdom), where she researched the inclusion of visually impaired students in Jamaican schools.

Hermelinda Cavazos is a senior consultant at American Institutes for Research (AIR) (United States) and leads the English Learners and the New Mexico Achievement Gap Research Alliances in the Regional Educational Laboratory Southwest. At AIR, she also works with the Center on Response to Intervention, the CEEDAR Center, and the Center for English Language Learners. She has extensive experience in working with English learners and in training teachers to effectively work with and support culturally and linguistically diverse learners with and without exceptionalities.

Alison Croft is a lecturer in the Centre for International Education, University of Sussex (United Kingdom), and is currently studying Audiological Science at University College London (United Kingdom). She has worked in many countries, including as a regional special/inclusive education advisor in Namibia, and as a support teacher for disabled children in mainstream classes in the United Kingdom.

Megan Dunn Davison is an assistant professor in the Department of Linguistics and Communication Disorders at Queens College, City University of New York (United States), and a certified speech–language pathologist. Her research interests include the role of home and school learning environments on the early language and literacy development in at‐risk children. In addition, she is interested in the relationship between language and literacy development, including written language, of school‐age children with language impairments.

Rebecca Zumeta Edmonds is a principal researcher at the American Institutes for Research (AIR) in Washington, DC (United States), where she serves as deputy director of the National Center on Intensive Intervention, and as project director for an Investing in Innovation and Improvement (i3) development grant focusing on intensive intervention in mathematics. Prior to AIR, she worked in government, university, public, and private educational settings. She has coauthored several papers, chapters, and essays on RTI, mathematics intervention, special education policy, implementation, and progress monitoring.

Dave L. Edyburn is a professor in the Department of Exceptional Education at the University of Wisconsin‐Milwaukee (United States). His research interests focus on the use of technology to enhance teaching, learning, and performance. He is editor of the Journal for Research on Technology in Education and a past president of the Technology and Media Division of the Council for Exceptional Children.

Alison Ekins is a senior lecturer in the Faculty of Education, Canterbury Christ Church University (United Kingdom), and is actively involved in the development of inclusive education systems in schools in Kent (United Kingdom). Her research interests include the development of inclusive education and teacher education.

Petra Engelbrecht is a senior research fellow in the Faculty of Education Sciences, North West University‐Potchefstroom campus (South Africa), and Emeritus Professor in Education at the Canterbury Christ Church University (United Kingdom). Her research focuses on equity in education, the implementation of inclusive education internationally, and teacher education.

Patrice Fenton is a New York City public school special educator and doctoral candidate at the University of Miami (United States). Her research interests center on teacher preparation for urban special educators and disproportionality in special education. She is also vested in supporting families and communities in partnering to create better educational outcomes for culturally and linguistically diverse students with disabilities.

Todd Fletcher is a distinguished outreach professor in the Department of Disability and Psychoeducational Studies in the College of Education at the University of Arizona (United States), where he coordinates the graduate program in bilingual/multicultural special education. His research interests and scholarly writing focus on culturally responsive educational practices for diverse learners in the United States and educational reform, special education policy, and global practices in inclusive education. He does research on inclusive education in Latin America, and, in particular, Mexico and Chile.

Donna Y. Ford is a professor of education and human development at Vanderbilt University (United States). She conducts research primarily in gifted education and multicultural/urban education. Her work focuses on the achievement gap; recruiting and retaining culturally different students in gifted education; multicultural curriculum and instruction; culturally competent teacher training and development; African American identity; and African American family involvement.

Loury Ollison Floyd is an associate dean and associate professor at North Carolina A&T State University in Greensboro, North Carolina (United States). She received her PhD in educational policy, planning, and leadership from the College of William & Mary in Virginia (United States). She is an active member and leader with the North Carolina Association of Colleges for Teacher Education (NC‐ACTE).

Ismael García‐Cedillo is a full professor in the Graduate School of Psychology at the Autonomous University of San Luis Potosí (Mexico). His research interests focus on national and comparative studies on special and inclusive education policy and teacher preparation and health psychology for children from vulnerable groups. He was appointed national researcher by the Mexican government in 2011. He is the president of Apoyare, a nongovernmental organization that supports children and youth with HIV and other vulnerable groups.

Ramon B. Goings is an assistant professor of educational leadership at the Loyola University Maryland (United States). His research includes studies of high‐achieving black males in prekindergarten through postsecondary settings, the role of teachers and school leaders in black male student success, and nontraditional students of color in higher education.

Diane Haager is a researcher and teacher educator in reading and learning disabilities, with an emphasis on English language learners. She is Professor Emeritus at California State University, Los Angeles (United States), where she instructs special education teachers and graduate students, receiving the university’s Outstanding Professor Award in 2010. She has worked in urban schools as a reading specialist and special educator. Her research interests include issues related to effective reading instruction for English language learners, students with learning disabilities, and students at risk for reading failure.

Prabha Hariharan is an assistant professor in the Faculty of Disability Management and Special Education at Ramakrishna Mission Vivekananda University, Coimbatore (India). Her research interests are special education technology, universal design for learning, and inclusive education.

Beth Harry is a professor of special education in the Department of Teaching and Learning, School of Education and Human Development, at the University of Miami (United States). She served as a member of the National Academy of Sciences’ panel to study the disproportionate placement of minority students in special education. Her research findings on these topics have been published in numerous books and articles.

George Head is a senior lecturer at the School of Education, University of Glasgow (Scotland). He teaches, researches, and publishes in the areas of support for learning and inclusive education. Within this area, he has a special interest in the learning of children and young people with social, emotional, and behavioral difficulties.

Amy Heineke is an assistant professor of bilingual and bicultural education at Loyola University Chicago (United States). Her research focuses on teacher preparation for English learners, linguistically responsive pedagogy and practice, and language policy. Her pursuits in teacher education are guided by her prior work as an elementary teacher in Phoenix, Arizona (United States).

Marie Tejero Hughes is a professor of special education at the University of Illinois at Chicago (United States). She teaches graduate courses in literacy that are designed to assist general and special education teachers working in urban communities meet the needs of students struggling with literacy across the curriculum. Her areas of expertise include comprehension instruction for students with learning disabilities and students struggling with reading comprehension, reading instruction for culturally and linguistically diverse students, and Latino family engagement in special education.

Christa Jackson is an assistant professor of mathematics education at Iowa State University (United States). Her research interests include teachers’ knowledge of equity in teaching mathematics, preparing prospective teachers to work with students who struggle in mathematics, and examining teachers’ (i.e., prospective and in‐service) conceptions and ideas of teaching mathematics equitably to all students.

Clayton E. Keller was an associate professor and coordinator of the M.Ed. in the special education program at Qatar University in Doha (Qatar). He received Fulbright Awards for Norway and Turkey. He served as a member of the board of directors of the Council for Exceptional Children from 2009 to 2011, and in the presidential cycle of CEC’s Division of International Special Education and Services from 2003 to 2009. His scholarship focuses on international and comparative special education, special education in Arab states, and teachers who have disabilities.

Georgette Lee is a special education case manager in the Harvey 152 school district (United States). She is also an adjunct instructor at the American Public University System (APUS), where she teaches online courses in special education at the master’s level. Her research interests include learning disabilities, content area literacy, and teacher education.

Sylvia Linan‐Thompson is an associate professor at the University of Oregon (United States). Her research interests include examining appropriate instructional and assessment practices for English learners. She has been the principal investigator or co‐investigator of longitudinal intervention research projects that developed and examined reading interventions for struggling readers who are monolingual English speakers, English language learners, and bilingual students acquiring Spanish literacy. She has been a consultant on various projects related to literacy instruction and teacher professional development since 2003 in Latin America, Africa, Asia, and Eastern Europe.

Linda H. Mason is a professor of special education in the School of Education at the University of North Carolina at Chapel Hill (United States). She has over 20 years of experience in working with children with disabilities. She conducts research in literacy, with a focus on writing and reading comprehension intervention. She has coauthored two books, Powerful writing strategies for all students (2008) and Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas (2012). She is the current editor of the Wiley journal Learning Disabilities Research & Practice.

Kas Mazurek is a professor at the University of Lethbridge in Alberta (Canada), where he specializes in multicultural education and comparative studies in education. Together with extensive research and writing in these areas, he has written widely on comparative studies in special education and multicultural special education.

Susie Miles is a senior lecturer in inclusive education at the University of Manchester (United Kingdom). Her research has explored ways of sharing practice through networking between different cultural contexts and the use of photography in participatory action research. She was the founding coordinator of the Enabling Education Network (EENET), a teacher of the deaf in England and Swaziland, a disability advisor for Save the Children in southern and eastern Africa, and a consultant to many international organizations in sub‐Saharan Africa, Asia, the Caribbean, and the islands of the south Pacific.

Sabina R. Neugebauer is an assistant professor of reading at Loyola University Chicago (United States). Her research focuses on the language and literacy development of linguistically diverse students from childhood through adolescence. Her research aims to identify linguistic and affective factors that influence students’ reading comprehension for the purpose of improving the literacy outcomes of students in traditionally underserved schools. She has taught and collaborated with teachers across multiple settings, including elementary and middle‐school classrooms, in the United States and abroad.

Michelle Parker‐Katz is a clinical professor of special education and teacher education at the University of Illinois at Chicago (United States). Her research and clinical work focuses on preparing urban special education teachers and urban transition specialists. In the Department of Special Education, she is the coordinator of the masters programs and state licensure and endorsement programs.

Apryl Poch is a doctoral candidate at the University of Missouri (United States). Her current research interests include students with learning disabilities, the intersection of adolescent literacy (specifically writing) and the dropout rate of students with disabilities, and instructional strategies for supporting students with disabilities in the high school English‐language arts classroom.

Sarah R. Powell is an assistant professor of special education at the University of Texas at Austin (United States). She is the principal investigator of an Institute of Education Sciences efficacy study about the word‐problem‐solving of students facing difficulties in learning mathematics. She is also a National Academy of Education/Spencer Foundation Postdoctoral Fellow and a Faculty Fellow with the Greater Texas Foundation. She has coauthored articles related to mathematics intervention, word‐problem‐solving, and peer tutoring.

Kavita Rao is an associate professor in the Department of Special Education at the University of Hawaii at Mānoa (United States). Her research interests include instructional and assistive technology, universal design for learning, inclusive online learning environments, and technology‐based instructional strategies for culturally and linguistically diverse students.

Sarah A. Roberts is an assistant professor of mathematics education at the University of California, Santa Barbara (United States). Her interests include equity in mathematics education, supporting English learners in math, and pre‐ and in‐service teacher professional development.

Shawn A. Robinson is a dyslexia consultant. He earned his doctorate in language and literacy from the College of Education and Leadership at Cardinal Stritch University, Milwaukee, Wisconsin (United States). He focuses on the intersection of race, giftedness, and dyslexia, and brings a wealth of academic experience, training, and knowledge about the psychological development of dyslexia.

Silvia Romero‐Contreras is a full professor in the Graduate School of Psychology at the Autonomous University of San Luis Potosí (Mexico), where she coordinates the undergraduate program in psychopedagogy. Her research interests focus on culturally appropriate language and literacy educational practices and special and inclusive education practice, policy, and teacher preparation. She is the author of various chapters and books for parents and teachers in the areas of special education and language and literacy development. She is national researcher for the Mexican government since 2007.

Monika Williams Shealey is the Dean of the College of Education at Rowan University in Glassboro, New Jersey (United States). She received her Ed.S. in Reading and Learning Disabilities from the University of Miami, and a PhD in Education from the University of Central Florida. Her research interests include examining the intersection of urban and special education and the experiences of traditionally marginalized groups in teacher education and special education. She is the coeditor of the journal Multiple Voices of Ethnically Diverse Exceptional Learners.

Nidhi Singal is a senior lecturer at the Faculty of Education, University of Cambridge (United Kingdom). She has been working for over a decade in various countries in South Asia and Africa, with a particular focus on examining issues of access and quality in relation to the education of children and young people with disabilities.

Vasilis Strogilos is an assistant professor at the National Institute of Education, Nanyang Technological University (Singapore). His teaching and research have focused on special and inclusive education. His recent research interests have centered on the development of inclusive pedagogy and curricula, with a specific interest on co‐teaching and differentiation, and on interdisciplinary collaboration as a means to inclusion for students with disabilities.

Marjatta Takala is a professor of special education at the University of Oulu (Finland). Her research examines Nordic special education, inclusion of students with special needs, education for pupils with hearing and visual impairments, and teacher education for special education.

Elizabeth Talbott is an associate professor of special education at the University of Illinois at Chicago (United States). Her research addresses assessment and interventions for children and youth with emotional, behavioral, and learning disabilities, with a particular interest in youth in urban settings. She is an expert in methods of conducting systematic reviews of research, and is currently investigating the effectiveness of Individualized Education Program (IEP) teams for students with disabilities.

Jonte’ C. Taylor is an assistant professor in special education at Pennsylvania State University (United States). He earned his doctorate in special education from Auburn University in Alabama (United States), and was an IES Postdoctoral Scholar at the University of Iowa (United States). His research focuses on exploring and developing effective classroom‐based interventions for students with autism, learning disabilities, and emotional/behavioral disorders.

Agata Trzaska is a school psychologist with elementary and high school experience who currently works for the LaGrange Area Department of Special Education in LaGrange, Illinois (United States). Her clinical work has focused on Multi‐Tiered Systems of Support (MTSS) to increase student academic and social–emotional outcomes. She is completing a PhD program in special education at University of Illinois at Chicago (United States), and her research focuses on bullying and victimization of students with disabilities.

Delinda van Garderen is an associate professor in special education at the University of Missouri (United States). Her current research interests include students with learning disabilities; intervention and descriptive research in mathematics and the use of representations to solve word problems; characterization of struggling learners and their development in number and operations; and in‐service professional development in mathematics and science.

Mary Grace Villanueva is an educational consultant at Deloitte & Touche in Johannesburg (South Africa). She obtained her doctoral degree in science education from the Nelson Mandela University in Port Elizabeth (South Africa). She has served as an IES Postdoctoral Scholar at the University of Iowa (United States). Her research interests include science education for grade school students in science discourse, the use of science notebooks, and developing effective science teachers.

Federico R. Waitoller is an assistant professor at the department of special education at the University of Illinois at Chicago (United States). His research focuses on urban inclusive education. In particular, his work examines and addresses policies and practices that generates or reproduces educational inequities for students from racial and ethnic minorities who receive special education services.

Jo Westbrook is a senior lecturer in education in the Centre for International Education, University of Sussex (United Kingdom), working on teacher development and pedagogies for primary and secondary schools in low‐income countries, particularly East Africa. Her research focuses on the teaching of reading and comprehension for less able readers in multilingual and disadvantaged contexts.

Gilman W. Whiting is an associate professor and director of graduate studies for the program in African American & Diaspora Studies at Vanderbilt University (United States). He is the creator and author of the Scholar Identity Model, and a director of the Scholar Identity Institute. He is the chair of the Achievement Gap Institute, Peabody College of Education, at Vanderbilt University. His research investigates the psychosocial educational development and self‐efficacy of minority students. He is a national and international speaker and consultant.

Sarah Williams is currently associated with the Centre for International Education, University of Sussex (United Kingdom). She has completed her MA in International Education and Development, and has worked in many countries in Asia, the Middle East, South America, and Europe as an education advisor and teacher trainer, specializing in inclusive education.

Margaret Winzer is Professor Emerita at the University of Lethbridge in Alberta (Canada). She has researched and written extensively in the field of special/inclusive education, particularly on the history of special education and comparative studies in special education.

Daniel R. Wissinger is an assistant professor in the Department of Communication Disorders, Special Education, and Disability Services (CSD) at Indiana University of Pennsylvania (United States). Before joining the faculty at IUP, he worked as a special education teacher for over 10 years and earned his PhD at the University of Maryland (United States). His research interests focus on writing interventions for struggling readers and writers in content area classrooms.

Shelley Zion is a Professor and Urban Education Executive Director, Center for Access, Success, and Equity at Rowan University. Her work focuses on two levels: on a policy level, she works with school leaders to improve and inform the ways that schools are constructed, so that they provide equitable opportunities for all students; as an educator, she teaches both in‐service and preservice teachers to understand the influence of culture, class, power, and privilege on the curriculum, pedagogy, and practices they employ.

Jaime L. Zurheide is an assistant professor in the Education Department at Elmhurst College in Elmhurst, Illinois (United States). She earned her PhD at the University of Illinois at Chicago (United States). She teaches graduate and undergraduate special education courses with a focus on behavioral interventions and methods for teaching mathematics. Her research interests center on preparing teachers to effectively work with students with emotional and behavioral disabilities.

Foreword

Clayton E. Keller

Special educators grapple with diversity in their practice in myriad ways. A recent instance for me was when I was the coordinator of a special education master’s program in the only public university of a country in the Gulf region of the Middle East. The student population was diverse, more so than I had experienced at any time in my years as a special educator or faculty member. There were, for instance, nationals and nonnationals, Arabs and non‐Arabs, those facile with English and those for whom reading, speaking, and writing in this language of instruction for the program was a struggle, and males and females together, a situation that is by no means a given in Gulf institutions. The 10 students in one cohort were from 10 different states—Qatar, Egypt, Syria, Tunisia, Jordan, Palestine, India, Pakistan, Singapore, and Brazil—and additional countries were represented in other cohorts—Iraq, Turkey, Nigeria, and the United States.

The goal of the program was to prepare, in the absence of a terminal degree in the country, the special education leaders that the country needed for its public and international schools, centers, governmental and nongovernmental organizations, and other entities that address the needs of children and youth with disabilities and their families. As such, we used the literature of the world, especially the West and the United States where I am from, but also from the Arab world at times, to examine different aspects of special education in the country where we were located as well as the students’ home nations in order to determine how to improve policies and practices in the education of students with exceptionalities. In the first semester’s issues course, we did this for topics such as equity, special education, assessment, assistive technology, early childhood services, transition, research, and diversity.

For the topic of diversity, I assigned Donna Y. Ford’s (2012) article in Exceptional Children, “Culturally different students in special education: Looking backward to move forward,” and then the chapter by the late Jeanette Klingner and her colleagues, “Cultural and linguistic diversity in special education,” from Bateman, Lloyd, and Tankersley’s (2015) Enduring issues in special education: Personal perspectives. Not being as knowledgeable about this important area in special education as I should be, I felt these were two of the strongest current readings that could provide my students with an overview of and orientation to the topic, but I always worried before class about how applicable the students would find the readings, given their focus on diversity in the United States. My students always rose to the challenge, extracting actionable points from the materials and our discussions that they could apply in their practice. I always wanted something else, though, that could speak more directly to the diversity we were facing.

With this book, The Wiley handbook of diversity in special education, edited by Marie Tejero Hughes and Elizabeth Talbott, there now is more for all of us in special education. Since my doctoral days, I have loved a good handbook for the efficient summaries of literature of interest and the expansion to my thinking they have provided time and again. Given the choices the editors made in assembling the volume, this handbook qualifies as an excellent one for a number of reasons.

Generally, the chapter authors chosen to contribute to a handbook typically reflect the countries or regions of the editors, for example, the United States, the United Kingdom, or Europe. However, the collection of contributors in this handbook represents the most internationally diverse selection I have seen in such a volume, not only for the locations of their affiliated institutions, but also for the regions of the world in which they have worked and served—for example, East and sub‐Saharan Africa, Latin America, the Caribbean, Eastern Europe, the Middle East, different regions of Asia, and the South Pacific.

What does this do for the handbook? It greatly expands the opportunities to investigate complex intersectionalities of a wide range of diversity dimensions—race, ethnicity, culture, language, religion, gender, socioeconomic status, resident or immigrant status, and placement on the dimension of traditional and modernity, among others—from the perspectives of those who have lived and experienced them in their work. It allows access to the all‐important values that underlie how the dimensions of diversity are addressed both across and within societies and communities around the world. And, as my colleague Maha Al‐Hendawi and I have noted regarding the construct of at‐risk (Al‐Hendawi & Keller, 2014), an existing literature from predominantly the West can inform policies and practices in other parts of the world, but at the same time ideas from the world can expand that literature; the same is true for diversity with this volume.

The selection of authors from different regions also blends those who work within educational systems that emphasize special education to provide appropriate education to students with disabilities with those who promote and use inclusion to meet the educational needs of such students, and many others, within the general education system. Such a mixed orientation is relatively unique among handbooks, as they usually emphasize one approach over the other in an either‐or way. Although the volume is not seeking to blend the two orientations as some do (e.g., Hornby, 2015), the shifting between special education and inclusion across the chapters better reflects the both‐and situation that exists in the world, and by doing so extends the literature on international, comparative special education.

Collectively, the authors’ work has occurred in the full range of types of arrangements that nations have for providing education to exceptional learners (Anastasiou & Keller, 2011), such as situations initiating special education provision within limited national education systems; others that are expanding and improving special education in still developing national education systems; ones using inclusive approaches in developed educational systems; and examples of extensive special education within developed national systems. How is diversity in special education considered and addressed across the ways that nations educate their children and youth? What can we learn about diversity through such cross‐national comparisons? This volume provides readers with a relatively unique opportunity to investigate these larger questions about diversity with cross‐national comparisons.

Finally, besides the benefits that arise from the choices that Tejero Hughes and Talbott made regarding chapter authors, others follow from the topics they asked their scholars to review vis‐à‐vis the research on diversity. Certain issues in or aspects of special education are especially relevant to examine with regards to diversity, and these indeed receive extensive coverage in the volume—for instance, equity, social justice, inclusion, assessment and identification, family involvement, and instructional matters in second or multiple languages. But the inclusion of reviews of the research on diversity for other topics—for example, technology, science and math instruction, and peer‐mediated instruction—at first novel to me, produced an “of course” reaction. As such, the handbook will prove to be an essential complement to other handbooks and literature reviews for me in my work: I will draw upon the latter ones for an overview, but then turn to this volume for a more expansive consideration of my topic of interest.

In sum, Tejero Hughes and Talbott’s The Wiley handbook of diversity in special education captures the diversity of diversity in special education at this time across dimensions of diversity, components of education, and societies around the world. It provides not only the latest thinking of established experts but also new voices and perspectives of scholars rising in the profession of special education. And, as a result, we are now better informed to pursue the continuing work that diversity in special education requires of us all.

References

Al‐Hendawi, M., & Keller, C. (2014). Beyond the walls of the school: Risk factors and children and youth in the Gulf.

Near and Middle Eastern Journal of Research in Education

, 2014:1

http://dx.doi.org/10.5339/nmejre.2014.1

Anastasiou, D., & Keller, C. E. (2011). International differences in provision for exceptional learners. In J. M. Kauffman & D. P. Hallahan (Eds.),

Handbook of special education

(pp. 773–787). New York, NY: Routledge.

Bateman, B., Lloyd, J. W., & Tankersley, M. (Eds.). (2015).

Enduring issues in special education: Personal perspectives

. New York, NY: Routledge.

Ford, D. Y. (2012). Culturally different students in special education: Looking backward to move forward.

Exceptional Children

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, 391–405.

Hornby, G. (2015). Inclusive special education: Development of a new theory for the education of children with special needs and disabilities.

British Journal of Special Education

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(3), 234–256.

Klingner, J., Moore, B., Davidson, A. O., Boelé, A., Boardman, A., Figueroa, R., Annamma, S. A., & Sager, N. (2015). Cultural and linguistic diversity in special education. In B. Bateman, J. W. Lloyd & M. Tankersley (Eds.),

Enduring issues in special education: Personal perspectives

(pp. 110–131). New York, NY: Routledge.

PrefaceThe Wiley Handbook of Diversity in Special Education

Elizabeth Talbott and Marie Tejero Hughes

Beginning in 1948 with its universal declaration of human rights, the United Nations has set the stage for the education of all children and youth around the world, including those with disabilities. The United Nations has argued that students must receive effective support to maximize their academic and social development within the general education system (2006). Furthermore, the United Nations has recognized the importance of “accessibility to the physical, social, economic and cultural environment, to health and education and to information and communication, in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms” (United Nations, 2006, preamble section v).

Alongside its 1948 declaration of human rights, its 2006 convention on the rights of persons with disabilities, and the UNESCO (2000) statement promoting education for all, comes the practical challenge of serving all children and youth in the general education system. Children with disabilities are among the most marginalized and excluded in the world, including their exclusion from education (UNICEF, 2013). In addition, classrooms around the world are more ethnically diverse than ever before, making the challenge of teachers meeting students’ diverse academic and social needs an increasingly daunting one. For instance, the United States has seen a significant increase in the immigration of families from around the world, with English‐language learners becoming the fastest‐growing population in American schools (Gandara & Hopkins, 2010). In Europe, greater mobility of families within and across countries and the current refugee crisis have contributed to diversity in schools and the challenge of educating all students (European Commission Directorate General for Education and Culture, 2003, 2016). Across continents, “globalization and the tensions observed in a given nation between cultural continuity and change” also shape how special education is delivered (Kozleski, Artiles, & Waitoller, 2011, p. 7).

The impact of immigration is often first seen in a nation’s classrooms. Not only do immigrant youth speak languages other than the dominant one, they may hail from war‐torn and impoverished nations, leading to interruptions in their education and related adjustment and mental health problems (Lustig et al., 2004). Educated alongside a nation’s immigrants are its native‐born youth, some of whom may be growing up in poverty, others of whom are achieving at or above grade level. Further adding to classroom diversity, in many countries, such as the United States, the majority of students with disabilities are educated in general education classrooms for the majority of the day (US Department of Education, 2015).

It is in this context that we present The Wiley handbook of diversity in special education, to address pressing issues associated with the schooling and education of diverse learners with disabilities. We are delighted to engage authors from around the world on this topic. Contributors to the volume hail from many countries, including Canada, Finland, Greece, India, Mexico, Scotland, South Africa, the United Kingdom, and the United States. Furthermore, many of the authors have conducted research, prepared teachers, and/or provided consultation to educators in countries other than their own. Together, these authors contribute wide‐ranging perspectives on the education of children and youth with disabilities, from countries in the northern and southern hemispheres, and in the context of each country’s national education system.

Authors describe the experiences, challenges, and effective tools for assessment and intervention for youth with disabilities from diverse backgrounds and in a wide range of educational contexts. These include education in schools alongside one’s peers without disabilities; the receipt of part‐time and full‐time special education; and the experience of being locked out of schools and effective instruction altogether. The handbook authors address implications for the delivery of effective interventions in such varied situations. To do that, the book is organized into five parts. In the first part, entitled “Including Students with Disabilities,” authors tackle issues associated with the inclusion of students with disabilities in schools. These issues range from those associated with social justice and cultural understanding to the success of education in specific countries. In the second part, entitled “Contemporary Issues in Educating Diverse Students,” authors address topics ranging from family diversity and poverty to the education of culturally diverse students in the context of language and literacy instruction. In the third and fourth parts, entitled “Instruction” and “Supporting and Assessing Diverse Learners,” respectively, authors present strategies for the assessment and intervention for diverse students with disabilities in mathematics, science, reading, writing, technology, and peer tutoring. In the final section, entitled “Preparation of Educators for Inclusive Environments,” authors address the challenges of preparing educators to serve students with disabilities in a wide range of countries and under diverse national education systems. We invite readers to explore the paths laid out by authors in these chapters, to engage in a discussion of current research on diversity in special education, and to join us in contributing to future research.

References

European Commission Directorate General for Education and Culture. (2003).

Improving education of teachers and trainers: Progress report

. Brussels, Belgium: European Commission.

European Commission Directorate General for Education and Culture. (2016). Retrieved from

http://ec.europa.eu/education/policy/migration/index_en.htm

Gandara, P., & Hopkins, M. (2010). The changing linguistic landscape of the United States. In P. Gandara & M. Hopkins (Eds.),

Forbidden language: English language learners and restrictive language policies

(pp. 7–19). New York, NY: Teachers College Press.

Kozleski, E. B., Artiles, A. J., & Waitoller, F. R. (2011). Introduction: Equity in inclusive education. In A. J. Artiles, E. B. Kozleski & F. R. Waitoller (Eds.),

Inclusive education: Examining equity on five continents

(pp. 1–14). Cambridge, MA: Harvard University Press.

Lustig, S. L., Kia‐Keating, M., Knight, W. G., Geltman, P., Ellis, H., Kinzie, J. D., Keane, T., & Saxe, G. N. (2004). Review of child and adolescent refugee mental health.

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, 24–36.

UNESCO. (2000).

Education for all

. Retrieved from

http://www.unesco.org/new/en/education/themes/leading‐the‐international‐agenda/education‐for‐all/

UNICEF. (2013).

Children and young people with disabilities fact sheet

. Retrieved from

http://www.unicef.org/disabilities/files/Factsheet_A5__Web_NEW.pdf

United Nations. (1948).

The universal declaration of human rights

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http://www.un.org/en/universal‐declaration‐human‐rights

/

United Nations. (2006).

Convention on the rights of persons with disabilities

. Retrieved from

http://www.un.org/disabilities/convention/conventionfull.shtml

US Department of Education. (2015).

Digest of Education Statistics, 2013

. Retrieved from

https://nces.ed.gov/fastfacts/display.asp?id=59

Acknowledgments

We would like to thank the many educators who served as chapter reviewers and provided invaluable feedback to the authors and to us.

Editorial Review Board

Teresa Aceves

Loyola Marymount University, United States

Renae Mayes

Ball State University, United States

Alfredo Artiles

Arizona State University, United States

Diana Rodriquez

Fordham University, United States

Girma Berhanu

University of Gothenburg, Sweden

Sylvia Linan‐Thompson

University of Oregon, United States

Lani Florian

University of Edinburgh, United Kingdom

Kathleen King Thorius

Indiana University—Purdue University Indianapolis, United States

SaDohl G. Jones

Capella University, United States

Devin Kearns

University of Connecticut, United States

Diana Valle‐Riestra

Florida International University, United States

Penny Lacey

University of Birmingham, United Kingdom

Theresa Wegner

University of Wisconsin Oshkosh, United States

PhD Special Education Students, University of Illinois at Chicago (United States)

Shatha Al‐Wabely

Wendy Gonzales

Andrea Prola

Ivan Alvarado

Jessica Hovland

Michael Scaletta

Abisola Bakare

Robert Maddalozzo

Maria Soria

Letrice Beasley

Allison McGrath

Eryn Van Acker

Molly Buren

Kierstin Moddelmog

Douglas Fowler

Giselle Nunez

Part IIncluding Students with Disabilities

1The Convention on the Rights of Persons with Disabilities: Reconstructing Disability to Reimagine Education

Margaret Winzer and Kas Mazurek

The landmark Convention on the Rights of Persons with Disabilities (CRPD; United Nations, 2006) is the eighth human rights convention enacted by the United Nations and the first one specifically directed toward persons with disabilities. As a UN convention, it represents binding international law on ratifying State Parties