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Culturally and Linguistically Diverse Exceptional Students
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Culturally and Linguistically Diverse Exceptional Students
Strategies for Teaching and Assessment

November 2009 | 432 pages | SAGE Publications, Inc
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Connects theory to practice while presenting foundational teaching and assessment practices for CLDE students

Practical in nature and designed with an eye toward universal design for learning, this text brings together foundational information from special education and ELL/bilingual fields to help teachers address the specific needs of culturally and linguistically diverse exceptional (CLDE) students.

Key Features

  • Case studies from teachers, students, and parents describe the personal challenges of CLDE students
  • Authentic student language examples illustrate the concepts described and make practical connections to the research discussed
  • Activities for further understanding allow students to review key points and connects theory to classroom practice


Ancillaries available at www.sagepub.com/grassi

  • Password-protected instructor resources include PowerPoint lecture slides, sample syllabi, and Web resources.
  • An open-access student study site provides online video clips of teachers in action, which exemplify different strategies and are accompanied by critical thinking questions from the authors. Students can also access additional case studies and relevant SAGE journal articles from the study site.
 
Forward
 
Preface
 
1. Introduction
Establishing the Rationale: Demographics of Students in Our Classrooms

 
Setting the Context: Laws That Impact Program Options for CLDE Students

 
New Directions in Teacher Training

 
Summary

 
Activities for Further Understanding

 
 
SECTION I: Understanding Student Backgrounds
 
2. Collaborating With Families
Creating Relationships With CLD Families

 
Considerations of Culture When Working With CLD Families

 
Empowering Families

 
Summary

 
Activities for Further Understanding

 
 
3. Understanding Language Acquisition
Interlanguage: The Journey From First Language to Second Language Proficiency

 
Second Language Acquisition Theories

 
Factors Affecting Second Language Acquisition

 
Summary

 
Activities For Further Understanding

 
 
4. Understanding Fluency
Proficiency: What Does It Mean to Be "Fluent" in a Language?

 
Cummins's BICS and CALPS Model

 
Canale and Swain's Four-Part Model of Communicative Competence

 
Summary

 
Activities For Further Understanding

 
 
Section II: Strategies for Assessment and Planning for Instruction
 
5. Strategies for the Assessment Process
The Instruction/Assessment Cycle in Special Education

 
Thes Eligibility Process and CLDE Students

 
Tailoring Assessment Procedures for CLDE Students

 
Summary

 
Activities for Further Understanding

 
 
6. Collaboration Skills
Diversifying the Concept of Collaboration

 
Foundations of Collaboration

 
Creating a Collaborative School Culture

 
Co-Teaching as Collaboration

 
Working With Paraprofessionals

 
Summary

 
Activities For Further Understanding

 
 
7. Planning Instruction
Planning for Instruction

 
A Philosophy of Differentiation

 
Universal Design for Learning

 
Application of Differentiation and UDL: Backward Design Planning

 
Planning Pyramid for Instruction and RTI

 
Planning and Classroom Management

 
Summary

 
Activities For Further Understanding

 
 
8. Culturally Relevant Pedagogy
Introduction and Definitions

 
Develop and Maintain Strong Teacher-Student Relationships

 
Emphasize Consistent Dialogical Interaction

 
Incorporate and Validate Space for Student Voice and Identity

 
Make Content Relevant to All Students in the Classroom

 
Summary

 
Activities For Further Understanding

 
 
Section III: Strategies for Content and Language Acquisition
 
9. Teaching Strategies: An Integrated Content-Language Approach
Strategy 9.1: Making the Content Comprehensible With the 3-Way Model

 
Strategy 9.2: Front-Loading and Emphasizing the Academic Language and Key Concepts of the Lesson

 
Strategy 9.3: Accessing and Explicitly Teaching the Cultural and Content Schemata Needed for the Lesson

 
Strategy 9.4: Allowing Students Time to Clarify in the First Language

 
Strategy 9.5: Helping Students Organize and Access Academic Information: Explicit Strategy Instruction

 
Summary

 
Activities For Further Understanding

 
 
10. Strategies for Promoting the Participation
Strategy 10.1: Creating a Comfortable Classroom Environment

 
Strategy 10.2: Increasing Interaction in the Classroom: Heterogeneous Groupings

 
Strategy 10.3: Encourage Extended Participation From CLDE Students

 
Summary

 
Activities For Further Understanding

 
 
11. Strategies for Explicit Grammar Instruction
Language Errors

 
Form-Focused Instruction

 
Different Strategies for Teaching Grammar

 
Summary

 
Activities For Further Understanding

 
 
Section IV: Strategies for Literacy Instruction
 
12. Strategies for Teaching Reading
Reading Components and CLDE Students

 
Language and Literacy

 
Activities to Increase Background Knowledge

 
Reading Strategy Instruction

 
Strategies to Help Students Analyze, Organize, and Interact With the Content

 
Summary

 
Activities For Further Understanding

 
 
13. Strategies for Teaching the Writing Process
Written Expression Challenges for Students With Special Needs

 
Written Expression Challenges for CLDE Students

 
Explicit Instruction of the Writing Process

 
Example of Explicit Instruction of the Writing Process

 
Summary

 
Activities for Further Understanding

 
 
14. Challenges When Teaching Writing
Specific Writing Challenges for CLDE Students

 
Summary

 
Activities For Further Understanding

 
 
15. Strategies for Written Error Correction
Considerations When Correcting CLDE Student's Writing

 
Error Correction

 
Summary

 
Activities For Further Understanding

 

This is a great resource for teaching about creating a culturally responsive classroom.

Dr Kimberly Silbaugh
School Of Education, Lesley University
October 10, 2011
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It was not specific enough for the needs of the class, although I will use it as a reference tool for lectures and site the text.

Dr Michele Kelk
School Of Education, Webster University
August 19, 2010
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