Critical Consciousness in Decision-Making: A Model for Educational Planning and Instruction with Bilingual/Multilingual Students with Disabilities

Autor/inn/en	Broughton, Alta Joy; Przymus, Steve D.; Ortiz, Alba A.; Cruz, Bárbara J Suarez
Titel	Critical Consciousness in Decision-Making: A Model for Educational Planning and Instruction with Bilingual/Multilingual Students with Disabilities
Quelle	In: TEACHING Exceptional Children, 55 (2023) 5, S.338-349 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broughton, Alta Joy) ORCID (Przymus, Steve D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221093655
Schlagwörter	Bilingual Students; Multilingualism; Students with Disabilities; Special Education; Cultural Capital; English Language Learners; Individualized Education Programs; Models; Equal Education; Inclusion; Cultural Influences; Language Usage; Ideology; Family Involvement; Teamwork; Advocacy; Consciousness Raising + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Analogiemodell; Inklusion; Cultural influence; Kultureinfluss; Sprachgebrauch; Ideologie; Sozialanwaltschaft; Bewusstseinsbildung
Abstract	As schools seek to bridge the cultural and linguistic gap between special educators and students at the intersections of learning and language, the case described in this article illustrates how educators can continue to apply one of the key tenets of special education, the strengths-based approach. The hegemony of English has become so pervasive in American society that the prioritization of English, at the cost of additional linguistic resources, largely goes unnoticed or problematized. This case highlights the harmful repercussions aiming only for English language proficiency can have on the social/emotional, functional, and academic outcomes of a bi/multilingual English learners (b/mELs) with a disability. Practicing critical consciousness inherently requires a commitment to action. The Consciousness Decision-Making (CCDM) Model provides education professionals with a process for engaging in the individualized education program (IEP) process with a language-as-resource stance, no matter their bilingual background, training in bilingual language development, or prior experience in bilingual schools. By implementing this model, districts, administrators, and special educators can lead the way to truly create equitable learning environments that are inclusive of students' holistic cultural and linguistic profiles, leading to lifelong benefits in the academic and personal lives of bilingual/multilingual English learners. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01