Muutke küpsiste eelistusi

E-raamat: Special Education Considerations for Multilingual Learners: Delivering a Continuum of Services

5.00/5 (8 hinnangut Goodreads-ist)
, , Foreword by , ,
  • Formaat: 306 pages
  • Ilmumisaeg: 15-Aug-2022
  • Kirjastus: Brookes Publishing Co
  • Keel: eng
  • ISBN-13: 9781681256290
Teised raamatud teemal:
  • Formaat - EPUB+DRM
  • Hind: 55,51 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Special Education Considerations for Multilingual Learners: Delivering a Continuum of ServicesSuurem pilt
  • Formaat: 306 pages
  • Ilmumisaeg: 15-Aug-2022
  • Kirjastus: Brookes Publishing Co
  • Keel: eng
  • ISBN-13: 9781681256290
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

Multilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child.

Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner's development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to:

  • Form collaborative MTSS teams that blend the diverse expertise of staff members
  • Evaluate and enhance the learning environment for multilingual learners
  • Gather extensive data about six critical factors in students’ home and school life, from previous schooling experiences to cross-cultural factors
  • Authentically assess the strengths of multilingual learners
  • Create a continuum of services that addresses the individual needs of each student
  • Plan effective instruction and intervention using a multilingual lens
  • Monitor the effectiveness of support strategies and programming for multilingual learners

PRACTICAL FEATURES:

  • MTSS team activities to support professional learning
  • Templates, a rating scale, and other reproducible tools
  • Real-world examples from the field

  • Discussion questions to help teams apply the concepts to their own student population 

Foreword ix
Preface xii
About the Online Resources xvi
Chapter 1 A Framework for Considering the Special Needs of Multilingual Learners
1(22)
Key Concepts
1(1)
Reasons for the Misidentification of Special Needs
2(1)
Assessment Practices
2(4)
Prevalence of a Medical Model
6(1)
Availability of Categorical Funding
7(1)
Developing a Multi-Tiered System of Supports
8(3)
The Need to Provide Relevant Services in a Timely Manner
11(1)
Some Myths Regarding Multilingual Learners and Special Education
12(1)
The Continuum of Services Framework
13(1)
A Collaborative Model
14(2)
Look Critically at the Learning Environment
16(1)
Gather Information
17(2)
Describe before Diagnosing
19(1)
Provide Support: A Continuum of Services
20(2)
Questions for Reflection and Action
22(1)
Chapter 2 A Collaborative Model of Information Gathering and Service Provision
23(30)
Key Concepts
23(1)
Getting a Head Start
24(3)
Challenges to This Continuum of Services Framework
27(1)
Shifting Practices
27(3)
Regulatory and Fiscal Constraints
30(2)
The Challenge of Inertial Concepts
32(2)
Responsibilities of MTSS Teams
34(1)
Examine the Learning Environment
35(1)
Gather Information
35(2)
Interpret Information
37(1)
Suggest Learning Support Strategies
37(1)
Monitor Progress
38(1)
Continue Supporting Students with Ongoing Challenges
38(1)
Makeup of MTSS Teams
39(1)
English as a Second Language/Bilingual Specialists
40(1)
Special Education Specialists
41(1)
Other Professionals
41(1)
Building Professional Bridges across Specializations
42(1)
Characteristics of an Effective MTSS Team
43(1)
Clear and Congruent Principles
43(1)
A Shared Language
44(1)
Loosening Disciplinary Boundaries
45(1)
Respectful Questioning
46(1)
Effective Interpersonal and Communication Skills
47(1)
How to Form Effective MTSS Teams
47(2)
What MTSS Teams Can Accomplish
49(1)
Professional Reflection
49(1)
Capacity Building
50(1)
Redefining Roles
50(1)
The Big Picture
51(1)
Catalysts for Change
51(1)
An Innovative Approach
51(1)
Questions for Reflection and Action
52(1)
Chapter 3 The Learning Environment Created for Multilingual Learners
53(20)
Key Concepts
53(1)
Key Factors in the Learning Environment
54(1)
Teachers
54(5)
Resources Available
59(3)
Design of the Instructional Program
62(2)
Range of Services Offered
64(1)
Role of the Home Language
64(2)
Role of the Home Culture
66(2)
Characteristics of Instruction
68(1)
Characteristics of Assessment
69(1)
Evaluating the Adequacy of the Learning Environment
70(1)
Enhancing the Learning Environment
70(2)
Reflecting on the Six Integral Factors
72(1)
Questions for Reflection and Action
72(1)
Chapter 4 Personal and Family Factors
73(16)
Key Concepts
73(1)
Key Factors in the Student's Personal and Family Background
74(1)
Socioeconomic Status
74(1)
Family Dynamics
75(3)
Expectations
78(1)
Student Interests
79(1)
Student Motivation
79(2)
Experiential Background
81(1)
Parental and Family Engagement
82(1)
Information Gathering
83(3)
Systemic Support Strategies
86(1)
Specific Support Strategies
86(2)
Questions for Reflection and Action
88(1)
Chapter 5 Physical and Psychological Factors
89(14)
Key Concepts
89(1)
Key Physical and Psychological Factors
90(1)
Disease or Medical Condition
90(1)
Impaired Vision or Hearing
91(2)
Malnutrition and Chronic Hunger
93(1)
Effects of Recent Trauma
93(2)
Fear
95(1)
Current Psychological Stress
96(1)
Social and Emotional Development
97(1)
Feelings of Belonging to the School and Wider Community
98(1)
Information Gathering
98(2)
Systemic Support Strategies
100(2)
Specific Support Strategies
102(1)
Questions for Reflection and Action
102(1)
Chapter 6 Previous Schooling Factors
103(14)
Key Concepts
103(1)
Key Factors in Previous Schooling
104(1)
Amount of Formal Schooling in the Home Language
105(4)
Quality of Formal Schooling in the Home Language
109(2)
Amount of Formal ESL Instruction
111(1)
Quality of Formal ESL Instruction
111(1)
Congruence of Educational Approaches
112(1)
Information Gathering and Evaluating the Adequacy of Previous Schooling
113(1)
Systemic Support Strategies
114(1)
Specific Support Strategies
115(1)
Questions for Reflection and Action
116(1)
Chapter 7 Oral Language and Literacy Development
117(32)
Key Concepts
117(1)
Key Factors in Oral Language Development
118(1)
Home Language Acquisition
118(1)
Acquisition of a Second or Additional Language
119(5)
Evidence of Instruction in Oral Academic Language
124(2)
Reinforcing Academic Language at Home
126(1)
Key Factors in Literacy Development
127(1)
Literacy Development in the Home Language and English
128(4)
Literacy Development in Social and Academic Settings
132(2)
Evidence of Appropriate Literacy Instruction in the Home Language and English
134(1)
Literacy in the Home and Community
135(1)
Understanding the Relationship between Students' Home Language and English
136(2)
Language Use Patterns
138(2)
Information Gathering
140(1)
What to Assess in Oral Language and Literacy
141(1)
How to Assess Oral Language and Literacy
142(3)
Comparisons with Peers
145(1)
Systemic Learning Support Strategies
146(1)
Specific Learning Support Strategies
147(1)
Questions for Reflection and Action
147(2)
Chapter 8 Academic Performance
149(21)
Key Concepts
149(1)
Key Factors in Academic Performance
149(1)
Taking into Account All Content Areas
150(1)
Language Proficiency and Knowledge of Concepts
151(2)
Gathering Information about Academic Performance
153(1)
Standardized Norm-Referenced Testing and Performance Assessment
153(2)
Obtaining Information in Students' Home Language and English
155(1)
Comparisons with Like Peers
155(3)
Current and Past Academic Performance Data
158(1)
Evidence of Effective Instruction
159(1)
Home Factors
160(2)
Systemic and Specific Learning Support Strategies
162(1)
Coordination
162(1)
Time and Resources
162(1)
Coherent Learning
162(2)
Common Framework
164(2)
Wide Scope
166(3)
Questions for Reflection and Action
169(1)
Chapter 9 Cross-Cultural Factors
170(18)
Key Concepts
170(1)
Key Characteristics of Culture
171(1)
What Is Culture?
171(4)
The Multiple Facets of Culture
175(1)
Culture as a Dynamic Process
175(1)
Adapting to a New Culture
176(3)
The Role of Culture in Learning
179(1)
Information Gathering and Evaluating Cultural Difference Factors
179(3)
Assessing Educators' Attitudes toward Cultural Reciprocity
182(1)
Systemic Support Strategies
182(1)
Capitalizing on Diversity
183(1)
Contextualizing Instruction
183(1)
Building Staff Knowledge and Understanding
183(1)
Home-School Communication
184(1)
Specific Support Strategies
185(1)
Questions for Reflection and Action
186(2)
Chapter 10 Describing before Identifying: When Specific Challenges Persist
188(19)
Key Concepts
188(1)
The Importance of Describing before Identifying
189(2)
Similarity of Surface Behaviors
191(1)
The Tendency to Choose Disability Explanations
192(1)
The Nature of Second Language Acquisition
192(2)
The Process of Data Collection and Explanation
194(1)
Step 1 Producing an Inventory of Specific Observable Behaviors
195(4)
Step 2 Explaining the Observed Behaviors
199(6)
Reframing the Issue: Describe, Explain, and Support
205(1)
Questions for Reflection and Action
206(1)
Chapter 11 Delivering a Continuum of Services
207(25)
Key Concepts
207(1)
Providing Support in a Timely Manner
208(1)
Benefits of Rtl/MTSS for Multilingual Learners
209(2)
A Solution-Seeking Approach Based on Meaning
211(1)
Seeking Language Educators' Expertise to Generate Interventions
212(3)
Seeking Special Educators' Expertise to Generate Interventions
215(3)
A Forum for Crafting and Evaluating Interventions
218(1)
Key Principles for Crafting and Evaluating Interventions
219(6)
Validating Difficulties and Intervening across Contexts
225(1)
An Example of Validating the Source of Difficulties
226(1)
Home Language and Culture as Resources
227(1)
Bilingualism and Special Education Needs
228(1)
Monolingual Educators in Multilingual Settings
229(1)
A Sample Process
229(2)
Questions for Reflection and Action
231(1)
Chapter 12 Putting It all together
232(17)
Key Concepts
232(1)
Identification of Multilingual Learners Who Experience Significant Challenges
233(1)
Checking the Proportion of Multilingual Learners in Special Education
233(1)
Investigating Misidentification
234(3)
Anticipating and Addressing Predictable Challenges
237(1)
Identifying Exceptionalities in Diverse Settings
238(1)
Rejecting Common Myths
239(1)
Creating a Supportive and Enriching Learning Environment
239(1)
Teachers and Resources
240(1)
Program and Instructional Issues
241(1)
Adopting a Culturally and Linguistically Appropriate Approach
241(1)
Monitoring the Effectiveness of Learning Support Strategies and Interventions
242(3)
Building Capacity to Anticipate New Challenges
245(1)
Creating a Context for Assessment
245(2)
Benefits for All Learners
247(1)
Advocating to Change the System
247(1)
Questions for Reflection and Action
248(1)
Glossary 249(5)
References 254(29)
Index 283
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97816812562906e.html
Märksõnad: