Inclusive Practices in Special Education: Language and Literacies

Autor/in	McGraw, Melissa L.
Titel	Inclusive Practices in Special Education: Language and Literacies
Quelle	In: TEACHING Exceptional Children, 54 (2022) 5, S.354-361 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGraw, Melissa L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211025554
Schlagwörter	Bilingual Students; Culturally Relevant Education; Special Education Teachers; Language Usage; Inclusion; Students with Disabilities; Educational Practices; Metalinguistics; Literacy; Multilingualism; Instructional Materials; Reading Materials + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungspraxis; Metalanguage; Metasprache; Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	With a growing population of emergent bilingual learners in the United States, we are seeing more emergent bilinguals qualifying for special education services. Special education teachers must be prepared to meet the linguistic needs of their students in addition to disability related needs. One way of doing so involves adopting Culturally Sustaining Pedagogy to sustain students' varied linguistic practices in the classroom. The present article outlines five considerations that may help special educators, including monolingual educators, invite students to draw upon their full linguistic repertoires. Considerations include: providing opportunities for students to use their multiple languages in the classroom, making explicit connections across languages, thinking expansively about literacy, modeling the use of multiple languages and literacies, and being critical of texts used in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01