Affirming Disability: Strengths-Based Portraits of Culturally Diverse Families. Disability, Culture, and Equity Series

Autor/inn/en	Sauer, Janet Story; Rossetti, Zachary
Titel	Affirming Disability: Strengths-Based Portraits of Culturally Diverse Families. Disability, Culture, and Equity Series
Quelle	(2019), (176 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6330-8
Schlagwörter	Students with Disabilities; Student Diversity; Immigrants; Cultural Differences; Attitudes; Clinical Diagnosis; Disability Identification; Individualized Education Programs; Family School Relationship; Special Education; Disproportionate Representation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Attitude; Einstellung; Verhalten; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Providing both a theoretical framework and practical strategies, this resource will help teachers, counselors, and related service providers develop understanding and empathy to improve outcomes for culturally and linguistically diverse (CLD) students with disabilities. The text features narrative portraits of six immigrant families and their children with disabilities, including their cultural histories and personal perspectives regarding assessment, diagnosis, Individualized Education Program (IEP) meetings, and other instances in which families engaged with the special education process. Using guiding questions for reflection and "Talk Back" comments from preservice students throughout the text, readers are encouraged to reflect on their own positionality and to develop nuanced and dynamic understandings of CLD children, youth, and families--countering persistent and stereotypical deficit views. Book Features: (1) In-depth descriptions of immigrant family ecologies; (2) Strategies for challenging a system that has been implicated in the overrepresentation of minorities in special education; (3) Artwork, photographs, and other materials from students and families; (4) "Talk Back" sections featuring personal reflections and feedback on the portrait narratives from preservice teachers; (5) Questions to facilitate meaningful classroom discussions; and (6) A personal action plan framework to guide improvements in cultural competence and inclusive special education practices. [Foreword by Maria de Lourdes B. Serpa.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01