Culturally and linguistically diverse exceptional students: strategies for teaching and assessment
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
SAGE
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXVII, 399 S. Ill., graph. Darst. |
| ISBN: | 9781412952132 |
Internformat
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| 100 | 1 | |a Grassi, Elizabeth A. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Culturally and linguistically diverse exceptional students |b strategies for teaching and assessment |c Elizabeth A. Grassi, Heidi Bulmahn Barker |
| 264 | 1 | |a Los Angeles [u.a.] |b SAGE |c 2010 | |
| 300 | |a XXVII, 399 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a Learning disabled |x Education | |
| 650 | 4 | |a Individualized instruction | |
| 650 | 4 | |a Learning disabilities | |
| 650 | 4 | |a Special education | |
| 650 | 0 | 7 | |a Lernstörung |0 (DE-588)4035420-9 |2 gnd |9 rswk-swf |
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| 689 | 0 | 2 | |a Didaktik |0 (DE-588)4070463-4 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Barker, Heidi Bulmahn |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804140868692606976 |
|---|---|
| adam_text | FOREWORD PREFACE DETAILED CONTENTS XV XXI CHAPTER 1. INTRODUCTION 1
ESTABLISHING THE RATIONALE: DEMOGRAPHIES OF STUDENTS IN OUR CLASSROOMS 3
DEMOGRAPHICS OF ENGLISH LANGUAGE LEARNERS 3 DEMOGRAPHICS OF CLDE
STUDENTS 5 LOOKING AT LABELS: OVERREPRESENTATION AND UNDERREPRESENTATION
6 SETTING THE CONTEXT: LAWS THAT IMPACT PROGRAM OPTIONS FOR CLDE
STUDENTS 8 BILINGUAL EDUCATION LAWS 8 PROGRAM PLACEMENT OF ELL STUDENTS
13 BILINGUAL OR BICULTURAL PROGRAM OPTIONS 14 PROGRAMS DESIGNED TO
DEVELOP ENGLISH-ONLY SKILLS AND ASSIMILATION 15 SPECIAL EDUCATION LAWS
16 PLACEMENT OPTIONS FOR STUDENTS WITH SPECIAL NEEDS 20 THE LEAST
RESTRICTIVE ENVIRONMENT FOR CLDE STUDENTS 22 RECENT TRENDS IN PLACEMENT
24 NEW DIRECTIONS IN TEACHER TRAINING 25 SUMMARY 27 KEY TERMS 27
ACTIVITIES FOR FURTHER UNDERSTANDING 27 SECTION I. UNDERSTANDING
STIJDENT BACKGROUNDS 29 CHAPTER 2. COLLABORATING WITH FAMILIES 31
CREATING RELATIONSHIPS WITH CLD FAMILIES 34 INFORMAL MEETINGS 34 FORMAL
MEETINGS 35 CONSIDERATIONS OF CULTURE WHEN WORKING WITH CLD FAMILIES 39
PERCEPTIONS OF DISABILITY 40 PERCEPTIONS OF GOAL SETTING 41
UNDERSTANDINGS OF THE PROCESS 41 EMPOWERING FAMILIES 42 MAPS: GAINING
THE FAMILY STORY 42 SUMMARY 47 KEY TERMS 47 ACTIVITIES FOR FURTHER
UNDERSTANDING 47 CHAPTER 3. UNDERSTANDING LANGUAGE ACQUISITION 49
INTERLANGUAGE: THE JOURNEY FROM FIRST LANGUAGE TO SECOND LANGUAGE
PROFICIENCY 51 ERRORS FOUND IN INTERLANGUAGE 51 THE DEVELOPMENTAL
SEQUENCE OF INTERLANGUAGE 53 EMOTION AND INTERLANGUAGE 56 RESTRUCTURING
AND U-SHAPED LEARNING 57 SUMMARY 58 SECOND LANGUAGE ACQUISITION THEORIES
59 NATURAL ORDER HYPOTHESIS 59 AFFECTIVE FILTER HYPOTHESIS 63 INPUT
HYPOTHESIS 64 ACQUISITION VERSUS LEARNING AND MONITOR HYPOTHESES 66
FACTORS AFFECTING SECOND LANGUAGE ACQUISITION 66 FIRST LANGUAGE
FOUNDATION 67 MOTIVATION 68 SOCIAL AND PSYCHOLOGICAL DISTANCE 69 SUMMARY
71 KEY TERMS 72 ACTIVITIES FOR FURTHER UNDERSTANDING 72 CHAPTER 4.
UNDERSTANDING FLUENCY PROFICIENCY: WHAT DOES IT MEAN TO BE FLUENT IN A
LANGUAGE? 77 CUMMINS S BICS AND CALPS MODEL 78 STUDENT ACQUISITION OF
EICS AND CALPS 79 QUESTIONS TO EXPLORE BEFORE MAKING A SPECIAL EDUCATION
REFERRAL 79 CANALE AND SWAIN S FOUR-PART MODEL OF COMMUNICATIVE
COMPETENCE 80 GRAMMATICAL COMPETENCE 81 DISCOURSE COMPETENCE 88
SOCIOLINGUISTIC COMPETENCE 92 STRATEGIE COMPETENCE 100 SUMMARY 103 KEY
TERMS 104 ACTIVITIES FOR FURTHER UNDERSTANDING 104 SECTIUEN 11.
STRATEGIES FUER ASSESSMENT AND PLANNING FUER INSTRUCTIUEN 75 107 CHAPTER 5.
STRATEGIES FOR THE ASSESSMENT PROCESS 109 THE INSTRUCTION/ASSESSMENT
CYCLE IN SPECIAL EDUCATION 111 ELIGIBILITY FOR SPECIAL EDUCATION
SERVICES 113 ELIGIBILITY FOR ELL SERVICES 114 THE ELIGIBILITY PROCESS
AND CLDE STUDENTS 119 STEP 1. NOTICING DIFFICULTY IN THE CLASSROOM 120
STEP 2. TEACHER INTERVENTIONS 121 STEP 3. INTERVENTION TEAM 121 STEP 4.
ACQUIRING PARENTAL PERMISSION 122 STEP 5. MULTIDISCIPLINARY EVALUATION
123 STEP 6. MULTIDISCIPLINARY-IEP MEETING 125 STEP 7. MONITORING
PROGRESS 127 TAILORING ASSESSMENT PROCEDURES FOR CLDE STUDENTS 128
DISCREPANCY MODEL AND CLDE STUDENTS 128 RESPONSE TO INTERVENTION AND
CLDE STUDENTS 129 FUNCTIONAL BEHAVIOR ASSESSMENTS AND CLDE STUDENTS 132
GIFTED AND TALENTED CLDE STUDENTS 133 SUMMARY 135 KEY TERMS 136
ACTIVITIES FOR FURTHER UNDERSTANDING 136 CHAPTER 6. COLLABORATION SKILLS
DIVERSIFYING THE CONCEPT OF COLLABORATION 141 FOUNDATIONS OF
COLLABORATION 142 CREATING A COLLABORATIVE SCHOOL CULTURE 144
CO-TEACHING AS COLLABORATION 146 CO-TEACHING MODEL 1: WHOLE GROUP
TEACHER AND SUPPORTING ROLE TEACHER 148 CO-TEACHING MODEL 2: BOTH
TEACHERS TEACH AT THE SAME TIME 150 CO-TEACHING MODEL 3: GROUP
FACILITATION BY BOTH TEACHERS 153 STRATEGIES FOR IMPLEMENTING POSITIVE
CO-TEACHING EXPERIENCES 153 WORKING WITH PARAPROFESSIONALS 157 THE ROLE
OF PARAPROFESSIONALS IN SCHOOLS 158 SUMMARY 161 KEY TERMS 162 ACTIVITIES
FOR FURTHER UNDERSTANDING 162 139 CHAPTER 7. PLANNING INSTRUCTION 163
PLANNING FOR INSTRUCTION 165 A PHILOSOPHY OF DIFFERENTIATION 165
DIFFERENTIATION AND CLDE STUDENTS 167 DIFFERENTIATING THE PROCESS 169
DIFFERENTIATING THE PRODUCT 170 DIFFERENTIATING THE CONTENT 172
UNIVERSAL DESIGN FOR LEARNING 175 UNIVERSAL DESIGN FOR LEARNING AND CLDE
STUDENTS 176 APPLICATION OF DIFFERENTIATION AND UDL: BACKWARD DESIGN
PLANNING 178 INSTRUCTIONAL PLANNING PYRAMID FOR INSTRUCTION AND RTI 179
CONSIDERATIONS FOR CLDE STUDENTS 183 PLANNING AND CLASSROOM MANAGEMENT
184 SUMMARY 185 KEY TERMS 185 ACTIVITIES FOR FURTHER UNDERSTANDING 185
CHAPTER 8. CULTURALLY RELEVANT PEDAGOGY 187 INTRODUCTION AND DEFINITIONS
188 DEVELOP AND MAINTAIN STRONG TEACHER-STUDENT RELATIONSHIPS 190
EMPHASIZE CONSISTENT DIALOGICAL INTERACTION 193 INCORPORATE AND VALIDATE
SPACE FOR STUDENT VOICE AND IDENTITY 195 MAKE CONTENT RELEVANT TO ALL
STUDENTS IN THE CLASSROOM 196 SUMMARY 197 KEY TERMS 198 ACTIVITIES FOR
FURTHER UNDERSTANDING 198 SECTIUEN 111. STRATEGIES FUER CUENTENT AND
LANGUAGE ACQUISITIUEN 199 CHAPTER 9. T EACHING STRATEGIES: AN INTEGRATED
CONTENT-LANGUAGE APPROACH 201 STRATEGY 9.1 MAKING THE CONTENT
COMPREHENSIBLE WITH THE 3-WAY MODEL 205 PERSPECTIVE FROM THE FIELD OF
LANGUAGE ACQUISITION 205 PERSPECTIVE FROM THE FIELD OF SPECIAL EDUCATION
208 PUTTING IR ALL TOGETHER 209 SUMMARY 209 STRATEGY 9.2 FRONT-LOADING
AND EMPHASIZING THE ACADEMIC LANGUAGE AND KEY CONCEPTS OF THE LESSON 210
PERSPECTIVE FROM THE FIELD OF LANGUAGE ACQUISITION 210 PERSPECTIVE FROM
THE FIELD OF SPECIAL EDUCATION 214 PUTTING IR ALL TOGETHER 216 SUMMARY
217 STRATEGY 9.3 ACCESSING AND EXPLICITLY TEACHING THE CULTURAL AND
CONTENT SCHEMATA FOR THE LESSON 217 PERSPECTIVE FROM THE FIELD OF
LANGUAGE ACQUISITION 217 PERSPECTIVE FROM THE FIELD OF SPECIAL EDUCATION
219 PUTTING IR ALL TOGETHER 219 SUMMARY 220 STRATEGY 9.4 ALLOWING
STUDENTS TIME TO CLARIFY IN THE FIRST LANGUAGE 220 PERSPECTIVE FROM THE
FIELD OF LANGUAGE ACQUISITION 220 PERSPECTIVE FROM THE FIELD OF SPECIAL
EDUCATION 221 PUTTING IR ALL TOGETHER 222 SUMMARY 222 STRATEGY 9.5
HELPING STUDENTS ORGANIZE AND ACCESS ACADEMIC INFORMATION: EXPLICIT
STRATEGY INSTRUCTION 223 PERSPECTIVE FROM THE FIELD OF LANGUAGE
ACQUISITION 223 PERSPECTIVE FROM THE FIELD OF SPECIAL EDUCATION 225
PUTTING IR ALL TOGETHER 227 SUMMARY 228 KEY TERMS 229 ACTIVITIES FOR
FURTHER UNDERSTANDING 229 CHAPTER 10. STRATEGIES FOR PROMOTING
PARTICIPATION 231 STRATEGY 10.1 CREATING A COMFORTABLE CLASSROOM
ENVIRONMENT 234 PERSPECTIVE FROM THE FIELD OF LANGUAGE ACQUISITION 234
PERSPECTIVE FROM THE FIELD OF SPECIAL EDUCATION 235 PUTTING IR ALL
TOGETHER 237 SUMMARY 238 STRATEGY 10.2 INCREASING INTERACTION IN THE
CLASSROOM: HETEROGENEOUS GROUPINGS 238 PERSPECTIVE FROM THE FIELD OF
LANGUAGE ACQUISITION 238 PERSPECTIVE FROM THE FIELD OF SPECIAL EDUCATION
239 PUTTING IR ALL TOGETHER 241 SUMMARY 244 STRATEGY 10.3 ENCOURAGE
EXTENDED PARTICIPATION FROM CLDE STUDENTS 245 PERSPECTIVE FROM THE FIELD
OF LANGUAGE ACQUISITION 245 PERSPECTIVE FROM THE FIELD OF SPECIAL
EDUCATION 249 PUTTING IR ALL TOGETHER 250 SUMMARY 251 SUMMARY 252 KEY
TERMS 253 ACTIVITIES FOR FURTHER UNDERSTANDING 253 CHAPTER 11.
STRATEGIES FOR EXPLICIT GRAMMAR INSTRUCTION 255 LANGUAGE ERRORS 257
ORIGINS OF LANGUAGE ERRORS 257 RATIONALE BEHIND ORAL LANGUAGE ERROR
CORRECTION 258 TYPES OF ERROR FEEDBACK 259 ERROR ANALYSIS 263
FORM-FOCUSED INSTRUCTION 263 DIFFERENT STRATEGIES FOR TEACHING GRAMMAR
264 TEACHING GRAMMAR THROUGH TEXT 265 TEACHING GRAMMAR IN CONTEXT 266
SUMMARY 268 KEY TERMS 269 ACTIVITIES FOR FURTHER UNDERSTANDING 269
SECTIUEN IV. STRATEGIES FUER LLTERACY INSTRUCTIUEN 271 CHAPTER 12.
STRATEGIES FOR TEACHING READING 273 READING COMPONENTS AND CLDE STUDENTS
275 SECTION 12.1 LANGUAGE AND LITERACY 278 STRATEGIES TO INCREASE
VOCABULARY AND ORAL LANGUAGE PROFICIENCY 278 STRATEGIES TO INCREASE
COMPREHENSION OF THE TEXT LANGUAGE 283 STRATEGIES FOR LANGUAGE STUDY 284
SECTION 12.2 ACTIVITIES TO INCREASE BACKGROUND KNOWLEDGE 285 SECTION
12.3 READING STRATEGY INSTRUCTION 288 SECTION 12.4 STRATEGIES TO HELP
STUDENTS ANALYZE, ORGANIZE, AND INTERACT WITH THE CONTENT 291 SUMMARY
293 KEY TERMS 269 ACTIVITIES FOR FURTHER UNDERSTANDING 296 CHAPTER 13.
STRATEGIES FOR TEACHING THE WRITING PROCESS WRITTEN EXPRESSION
CHALLENGES FOR STUDENTS WITH SPECIAL NEEDS WRITTEN EXPRESSION CHALLENGES
FOR CLDE STUDENTS 301 EXPLICIT INSTRUCTION OF THE WRITING PROCESS 302
STEP 1. BUILDING BACKGROUND KNOWLEDGE 303 STEP 2. ORGANIZING THE
INFORMATION 304 STEP 3. CHOOSING AN APPROPRIATE GENRE 305 297 299 THIS
SECTION CAN BE FOUND IN PDF AT WWW.SAGE PUB.COM/GRASSI STEP 4.
DISCERNING THE AUDIENEE 306 STEP 5. ANALYZING THE GENRE S FEATURES 306
STEP 6. MODELING THE STEP-BY-STEP PROEESS 307 STEP 7. INDEPENDENT
WRITING 309 STEP 8. EDITING AND REVISING 309 EXAMPLE OF EXPLIEIT
INSTRUETION OF THE WRITING PROEESS 310 SUMMARY 315 KEY TERMS 315
AETIVITIES FOR FURTHER UNDERSTANDING 315 CHAPTER 14. CHALLENGES WHEN
TEAEHING WRITING 317 SPEEIFIE WRITING CHALLENGES FOR CLDE STUDENTS 320
CHALLENGES AT THE GRAMMATIEAL LEVEL 321 CHALLENGES AT THE ORTHOGRAPHIE
LEVEL 324 CHALLENGES AT THE CULTURAL LEVEL 330 SUMMARY 333 KEY TERMS 333
ACTIVITIES FOR FURTHER UNDERSTANDING 334 CHAPTER 15. STRATEGIES FOR
WRITTEN ERROR CORREETION 335 CONSIDERATIONS WHEN CORREETING CLDE
STUDENTS WRITING 337 ERROR CORREETION 340 STEPS TO ERROR CORREETION 340
EXAMPLES OF ERROR CORREETION 342 SUMMARY 347 KEY TERMS 348 ACTIVITIES
FOR FURTHER UNDERSTANDING 348 SECLL0N V. NEW DIRECLL0NS IN THE EDUCALL0N
OF CLDE STUDENTS CHAPTER 16. POLIEY CONSIDERATIONS FOR WORKING WITH CLDE
STUDENTS GLOSSARY REFERENCES INDEX ABOUT THE AUTHORS 349 359 373 399
|
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| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/043 |
| dewey-search | 371.9/043 |
| dewey-sort | 3371.9 243 |
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| id | DE-604.BV035892905 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:06:49Z |
| institution | BVB |
| isbn | 9781412952132 |
| language | English |
| lccn | 2009019872 |
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| spelling | Grassi, Elizabeth A. Verfasser aut Culturally and linguistically diverse exceptional students strategies for teaching and assessment Elizabeth A. Grassi, Heidi Bulmahn Barker Los Angeles [u.a.] SAGE 2010 XXVII, 399 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Englisch Erziehung English language Study and teaching Foreign speakers Learning disabled Education Individualized instruction Learning disabilities Special education Lernstörung (DE-588)4035420-9 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Schüler (DE-588)4053369-4 s Lernstörung (DE-588)4035420-9 s Didaktik (DE-588)4070463-4 s DE-604 Barker, Heidi Bulmahn Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018750374&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Grassi, Elizabeth A. Barker, Heidi Bulmahn Culturally and linguistically diverse exceptional students strategies for teaching and assessment Englisch Erziehung English language Study and teaching Foreign speakers Learning disabled Education Individualized instruction Learning disabilities Special education Lernstörung (DE-588)4035420-9 gnd Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4035420-9 (DE-588)4070463-4 (DE-588)4053369-4 |
| title | Culturally and linguistically diverse exceptional students strategies for teaching and assessment |
| title_auth | Culturally and linguistically diverse exceptional students strategies for teaching and assessment |
| title_exact_search | Culturally and linguistically diverse exceptional students strategies for teaching and assessment |
| title_full | Culturally and linguistically diverse exceptional students strategies for teaching and assessment Elizabeth A. Grassi, Heidi Bulmahn Barker |
| title_fullStr | Culturally and linguistically diverse exceptional students strategies for teaching and assessment Elizabeth A. Grassi, Heidi Bulmahn Barker |
| title_full_unstemmed | Culturally and linguistically diverse exceptional students strategies for teaching and assessment Elizabeth A. Grassi, Heidi Bulmahn Barker |
| title_short | Culturally and linguistically diverse exceptional students |
| title_sort | culturally and linguistically diverse exceptional students strategies for teaching and assessment |
| title_sub | strategies for teaching and assessment |
| topic | Englisch Erziehung English language Study and teaching Foreign speakers Learning disabled Education Individualized instruction Learning disabilities Special education Lernstörung (DE-588)4035420-9 gnd Didaktik (DE-588)4070463-4 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Englisch Erziehung English language Study and teaching Foreign speakers Learning disabled Education Individualized instruction Learning disabilities Special education Lernstörung Didaktik Schüler |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018750374&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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