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    Equitable and Inclusive Teaching for Diverse Learners with Disabilities
    A Biography-Driven Approach

    Socorro G. Herrera (Author), Diane Rodriguez (Author), Robin M. Cabral (Author), Melissa A. Holmes (Author)

    9780807768006

    Paperback / softback, published 23 June 2023

    144 pages
    22.9 x 15.2 x 0.7 cm, 0.272 kg

    The need for teachers who have both the knowledge and the skills to teach students in special education, especially students who are emergent bilinguals, is more critical today than ever before. Assumptions about the assurances outlined in the Individuals with Disabilities Education Act (IDEA) have led to practices that have limited the scope of opportunities for culturally and linguistically diverse (CLD) students with disabilities. This book examines the intent of special education policy, challenges existing systems, and explores the promise of using biography-driven instruction to transform students’ learning and enhance their personal growth and community life. With a focus on inclusive practices for working with CLD students with disabilities and their families, the book examines decision-making processes for placement, access, instruction, assessment, and evaluation. The authors show how inclusionary practices create contexts and conditions for teachers to foster their students’ academic abilities through authentic cariño and an ecology of care.

    Book Features:

    • Elucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms.
    • Discloses the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services.
    • Provides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biography of learners and their families.
    • Supports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic.
    • Explores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.

    Contents

    Foreword  ix

    Acknowledgments  xiii

    Introduction  1

    Part I. Historically Centering the Student Through IDEA

    1.  Searching for Coal in a Gold Mine: Overlooking the Multifaceted Assets of the Learner  7

  • In Search of Answers  7
  • Beyond a Deficit Perspective: Exploring Gaps in Systems  9
  • The Foundation of an Asset-Driven Agenda  10
  • Conclusion  12

    2.  Setting the Stage for Cognitive and Socioemotional Resilience: Reflecting on the Intersection of Policy and Systems  14

  • IDEA: With the Best of Intentions . . . Have We Arrived?  14
  • Response to Intervention: Moving Beyond Reductionistic Exercises  19
  • Biography: Noticing and Documenting Learner Potential  22
  • Conclusion  23

    Part II. Applying Biography-Driven Practices in Inclusive Classrooms

    3.  A Biography-Driven Individualized Educational Plan  27

  • Moving Beyond Good Intentions Toward Documentable Impact  28
  • Redefining Possibilities Through Equitable Instructional Delivery  33
  • Creating Conditions and Situations for CLD Learners to Thrive  34
  • "My Teacher Made Me Smart"  40
  • Teachers Who See, Teachers Who Know: Observation, Facilitation, and Affirmation  41
  • Building Blocks: Equity and Authentic Cariño  42
  • Conclusion  43

    4.  Enriching Opportunities to Learn Through Collaborative Interaction  44

  • From "Me" to "We": Community Processes and Shared Products  45
  • Maximizing Joint Productive Activity to Respond to the Whole Child  46
  • Fostering Joint Productive Activity Through i+TpsI  52
  • Using BDI Strategies to Guide Interactional Processes  53
  • Conclusion  57

    5.  Creating Contexts and Conditions for an Inclusive Community Through Classroom Talk  58

  • Catalyzing Learning Through Community: Caring and Learning in Action  59
  • Beginning With Biographies: Equity Begins With "i"  60
  • Situationally Speaking: The Ebb and Flow of Reciprocal Talk  63
  • Collaboration: Affirmation as Equity  66
  • Agency "I": Context, Conditions, and Situations  67
  • Conclusion  68

    Part III. Reimagining Equity for All Learners

    6.  Real-Life Language Development: A Bridge for Inclusive Classrooms  71

  • BDI as Treatment Context  72
  • Conclusion  83

    7.  The Power of BDI for Students With Low-Incidence Disabilities  85

  • What's in the Label: Categorizing the Contradictions  85
  • Social Model of Disability, UDL, and BDI  89
  • Conclusion  90

    8.  Reframing Our Thoughts and Actions Through an Exceptional BDI Foundation: A Call to Action  93

  • With Dr. Natasha Reyes and Dr. Leonard Steen  
  • Exploring Perspectives of Referring Teachers  95
  • Examining Practices and Perspectives of Child Study Teams  96
  • The Elephant in the Process  98
  • Conclusion  105

    Glossary  109

    Appendix A: Overview of Select BDI Strategies  114

    Appendix B: Template for Biography-Driven Goal Development Tool  116

    References  117

    Index  124

    About the Authors  129

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