Seven Steps to Separating Difference from Disability

ISBN-10: 1412971608
ISBN-13: 9781412971607
Edition: 2011
List price: $33.95
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Description: Make sure students from culturally and linguistically diverse backgrounds receive appropriate educational placement and services!StudentsÆ cultural and linguistic differences are often mistaken for learning and/or behavioral disabilities. On the  More...

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Book details

List price: $33.95
Copyright year: 2011
Publisher: Corwin Press
Publication date: 10/22/2010
Binding: Paperback
Pages: 176
Size: 8.50" wide x 11.25" long x 0.50" tall
Weight: 1.386
Language: English

Make sure students from culturally and linguistically diverse backgrounds receive appropriate educational placement and services!StudentsÆ cultural and linguistic differences are often mistaken for learning and/or behavioral disabilities. On the other hand, these cultural and linguistic differences may actually mask a studentÆs disability. Despite significant advances in the understanding of effective teaching practices for culturally and linguistically diverse (CLD) students, including limited English proficient (LEP) and English language learners (ELL), the transfer of research to practice remains elusive. In Seven Steps to Separating Difference From Disability, Catherine Collier introduces the PRISIM process (the Pyramid of Resiliency, Instruction, Strategies Intervention, and Monitoring) for use within an RTI framework. PRISIMÆs seven steps ensure that diverse students with special needs are not disproportionately identified for special services and that all students with special needs have those needs met in the most appropriate manner. This book contains:A 7-step process for separating difference from disability within an RTI frameworkResource materials for implementing the processReproducible formsRecommended reading materialsCase studiesSelf-study assessment worksheetGlossary

Learn more about Catherine Collier's PD offerings Catherine Collier, Ph.D. has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup'ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She is active in social justice activities for culturally and linguistically diverse learners and families. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. She is currently the director of the national professional development project Curriculum Integration for Responsive, Crosscultural, Language Education (CIRCLE) at Western Washington University. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of crosscultural, multilingual, diversity, special needs issues in education.

Acknowledgments
Introduction
Building and Sustaining a Foundation for Learning
Who Are Our Diverse Students?
Enculturation and the CLD Student
Enculturation
Jos� Case Study
Establishing and Supporting Resiliency
Cognition and Language
A Brief Review of Language Acquisition Issues
Cognitive Learning Style
Jos� Case Study
Instructional Intervention and Differentiated Instruction
Culture and Language
Cognitive Learning Style
Experience
Sociolinguistic Development
Acculturation
Jos� Case Study
Intensive Intervention and Progress Monitoring
Asking the Right Questions
How to Use the Information
Jos� Case Study
Resolution or Referral
Testing
Adaptation of Assessments
Jos� Case Study
Integrated Services
Bias in Service Plans
Emotional and Behavioral Disorders
Intellectual Exceptionalities
Learning Disabilities
Integrating Special Needs and CLD Needs
Jos� Case Study
Maintaining and Sustaining CLDE Programs
Service Options
Teacher Preparation
Specific Skills and Competencies for Teachers
Jos� Case Study
Conclusion
References
Index

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