1st Edition
Determining Difference from Disability What Culturally Responsive Teachers Should Know
Contents
Foreword by Catherine Collier
Meet the Authors
Acknowledgments
eResources
Introduction
Chapter 1: The Role of the Cultural Self in Teaching and Learning
Chapter 2: File Review: Get to Know Your Students’ Culture(s) and Language(s)
Chapter 3: Inclusive Classrooms Begin With Culturally Responsive Pedagogy
Chapter 4: Collaboration for Resilient Socioemotional Identities
Chapter 5: Moving Beyond Behavior Management to Student Empowerment
Chapter 6: Weighing Evidence: Challenges Due to Intrinsic or Extrinsic Conditions?
Chapter 7: Discussion and Final Thoughts
Appendix A: Trent’s Full IEP
Appendix B: Emotion Words List
Appendix C: Rosa's AQS III Scoring Form
Appendix D: Jun's NLP
Appendix E: Jun's AQS III Scoring Form
Appendix F: Collaborating with Families of English Language Learners, the "Sharing Basket" Project"
Appendix G: Rosa’s Story
Appendix H: When I Feel Angry, I Can Make Choices. I Can Handle My Anger in Good Ways!
Appendix I: Strategies and Examples for Less Acculturated Students
Biography
Gerry McCain, PhD, is a professor of education at Southern Oregon University. He taught Bilingual Special Education in Las Cruces, New Mexico, prior to earning his doctorate in Bilingual Special Education.
Megan Farnsworth, PhD, is an associate professor of special education at Southern Oregon University.
