Chapter
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
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
Postscript: The Quest for Inclusive Schooling
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
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
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
Chapter 4 On the Purpose of Schooling: Inviting In, or Locking Out?
Dominance, Power, and Privilege
Identity and the Politics of Recognition
Global Exclusion from Educational Opportunity
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
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
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
Cultural Differences: Implications for Overrepresentation
African Americans/Blacks: Involuntary Minorities
Hispanic/Latino Americans: Voluntary Minorities
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
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
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
Chapter 10 Supporting Language and Literacy Development for Additional Language Learners with Disabilities
Additional Language and Literacy Development in Children
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
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
Instructional Practices for Diverse Students: What the Research Suggests
Students with Disabilities
English Language Learners
General Implications and Recommendations for Instruction
Key Considerations for Further Research
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
Chapter 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
Flexible Grouping Formats
Contemporary Social Issues
Chapter 14 A Road Less Traveled: Writing Research for Diverse Students with Disabilities
Standards for Written Language
The Writing Process Model
Self-regulated Strategy Development (SRSD)
Sheltered Instruction Observation Protocol (SIOP)
Current Research: What Works
Implications for Practice and Future Research
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
Discussion, Think–Pair–Share, and Opportunities for Peer Interaction
Twenty-First-Century Learning Tools
Project-Based Learning and Inquiry
Apprenticing Historical Reading, Writing, and Thinking Skills
Discussion and Recommendations
Limitations and Future Research
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
Reciprocal Peer Tutoring (RPT)
Nonreciprocal Peer Tutoring (NRPT)
Chapter 17 Technological Practices Supporting Diverse Students in Inclusive Settings
Assistive Technology Use in the United States
Assistive Technology Use Around the World
Efficacy of Assistive Technology Interventions
Universal Design for Learning
Student Diversity and Learner Variability
The Role of Assistive and Instructional Technology in UDL
Implications for Classroom Practice
Chapter 18 Mathematics Assessment for Students with Diverse Learning Needs
What are Examples of Summative Assessment?
What are High-Stakes Assessments?
Considerations for Summative Assessment
Assessment Accommodations
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?
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
Chapter 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
Characteristics of the Instrument: Obstacles to Valid Assessment of ELs
Cultural and Linguistic Biases
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
Part 5 Part V Preparation of Educators for Inclusive Environments
Chapter 20 International Perspectives on Teacher Education for Inclusion
International Development of Inclusive Education
Contemporary International Contexts in Initial Teacher Education for Inclusion
Prevailing International Models of Initial Teacher Education Programs for Inclusion
Innovative Approaches to a Content-Infused Model
Reflections on the Way Ahead and Conclusion
Chapter 21 Teachers Developing Knowledge in Low- and Middle-Income Countries: Toward More Inclusive Pedagogy
Children with Disabilities in LMICs
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
Chapter 22 Preparing Educators to Teach Literacy: Knowledge, Dilemmas, and Practices
Knowledge for Teaching Literacy
Research about Literacy Knowledge for Teaching
Dilemmas Inherent in Preparing Educators to Teach Literacy
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
Chapter 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
The Wiley Handbook of Diversity in Special Education
( Wiley Handbooks in Education )
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