Intersections of Diversity, Literacy, and Learner Difficulties: Conversations between Teacher, Students and Researchers

✍ Scribed by Theresa Abodeeb-Gentile (editor), Dennis A. Conrad (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 234
• Category: Library

✦ Synopsis

This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties.

The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access.By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.

✦ Table of Contents

Acknowledgements
Contents
Editors and Contributors
Review Board
1 Premise of the Book: Considering Learner Difference and Literacy
Introduction
Theoretical Perspectives
A Social Constructivist View
Direct Instruction vs Social Constructivist Perspectives
Education as Liberation
Conclusion
References
Part I Literacy Contexts: A Matter of Difference
2 “I’m Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise
Introduction
Literature Review: “What Are Reasons Behind Separate Instruction for Some Students?”
A Medical Model: Positioning Learners as Individuals in Relation to a Constructed Norm
A Social Constructivist Stance: Challenging Traditional Medical Model/Deficit Perspectives on Learning and Learners
The Power of Normative Discourse
High Expectations Curriculum: Repositioning Learners and Learning Differences
Exemplars of High Expectations Curriculum in the Literature
Ms. Mary Moran’s Classroom: An Exemplar of Inclusion as Social Justice Education
Classroom Context
Procedural Writing Within a Socio-Cultural Frame
The First Dimension: Ensuring That Academic Curriculum Reflects Students’ Expertise
The Second Dimension: Ensuring That All Students Learn What Is Valued and Assessed in the Curriculum
Students’ Interests and Lives in Dialogue with High Academic Expectations
Conclusion
References
3 Collaboration in Career and Technical Education to Support All Learners: Reflections and Practices from the Field
Introduction
Career and Technical Education, Academic-Technical Integration, and Literacy
Background, Purpose, and Method: School Contexts and Partnership
Positioning Our Work: Related Methodologies
Portraits of Practice
Nancy and Cindy: Welcome to M–O!
Nancy: Talk, Tools, Tasks—The Literacy Trifecta
Cindy: Building Context, Not Compartments—Social Studies Teaching and Civic Learning
Integrating the Integration
Marta: Extending Integration Through School-College Collaboration
Discussion
Conclusion
References
4 Effective Planning and Revising Strategies for Meeting the Needs of Students with Learning Difficulties and Literacy Needs
Introduction
Writing Characteristics of Struggling Students with Learning and Literacy Difficulties
Documented Effectiveness of Writing Strategy Instruction
Self-Regulated Strategy Development (SRSD): An Effective Instructional Framework
Teaching Effective Writing Strategies
Planning Strategies
Revising Strategies
Current Study
Method
Participants
Writing Prompts
Measures
Experimental Design
Instructional Procedures
Results
Planning
Revising
Essay Length
Percentage of Correct Writing Sequences (%CWS)
Compare-Contrast Text Structure Elements
Writing Quality
Discussion
Accommodating Struggling Students’ Individual Needs
Conclusion
References
5 (Re)Framing Difficulty: ELLs and Literacy Instruction
Introduction
Early Challenges to Effective Literacy Instruction
Culturally and Linguistically Responsive Literacy Instruction
Improving Literacy Instruction for ELLs
Integrating Multicultural Materials
Essential Literacy Skills
Effective Instructional Considerations
Authentic Assessment
Relationship Building
The Future of CLRLI
References
6 Listen to Their Voices: Early Childhood Professionals Reflect on Their Experiences Teaching Language Skills to Young Children
Introduction
Overview
Methods
Participants
Data Analysis
Findings and Implications
Concepts That Emerged From the Study of Early Childhood Site Directors and Educators
Experience and Exposure is Essential: The Value of Prior Experience in Classrooms Before Becoming a Head Teacher.
Reflection Works: How Educators Consider the Usefulness of Phrases Like “Use Your Words”
Access Matters to Everyone in Early Childhood Education
Limitations
Conclusion
References
7 Stories of Teaching (and Learning How to Teach) Literacy to Diverse Learners in a Language Classroom
Layers Upon Layers: Stories of Teaching and Learning How to Teach Literacy to Diverse Learners in a Language Classroom
Philippa’s Story (Part I)
Context
Olivia’s Story: Language and Cultural Barriers or Learning Disability?
Johnny’s Story: Teaching Language to Students with Learning Disabilities
Kobi’s Story: What’s (Not) Happening in Teacher Education
Beatrice’s Story: Looking for Resources
Discussion
Limitations, Contributions, and Further Research
Part II: Philippa’s Story
References
Part II It’s Personal: Advocacy and Action
8 Learner Differences and Second Language Learning: A Post-colonial Perspective
Please Don’t Muzzle Me
My Interest and Positionality
Aims of the Study
Methodology
Autoethnography
Poetics
Contexts
Historical and Cultural Context
Reflections from My Teaching Experiences
Silent Indoors, Noisy Outside
Interesting experience shared in Trinbagonian Creole
I Wanted to Tell You Teacher
This Is Why I Cry
Let Me Introduce Myself
I just Want Justice
Sentenced to Silence
Discussion
Conclusion
Education?
References
9 The Construction of Literacy Identity: Alice’s Story
Introduction
Background
The Discursive Construction of Identity
Research Method
Participants and Context
Data Collection and Analysis
Competing Discourses: Ed. Reform vs. Differentiated Instruction
Alice’s Story
Resisting Reading Groups
Literacy as Defined by a Reading Group and Harry Potter
Conflicting Identities
Conclusion
References
10 An Ecological Examination of “Literacies”: A Mother’s Journey
Introduction: Purposing My Story
Context of the Study
About Me
About Zahra
Framing the Story: This Situation is Problematic
Ecological Theory
Intellectual Disability-Changing Attitudes
Society’s Perspectives on Disability as Deficit and Teacher Centricity as Paramount
Equitable Access as a Right
Literacy Practices in Trinidad and Tobago
An Autoethnographic Approach
Unpacking Experiences and Recollections
Seeking Educational Access: My Role as Advocate
Respect for Parents as Stakeholders
The Ambivalent Bureaucracy
Conclusions and Recommendations
References
Part III Moving Forward & Building Bridges
11 Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings
Introduction
Context: Deercreek Elementary
Experiencing Inclusive Education
Rejecting a Medical Model of Intervention
Inclusion and Literacy in Urban Schools
Personal Development and Strategic Instruction
Method
Data Collection and Analysis
The Pathway to Success for Inclusive Literacy at Deercreek
Culture of Collaboration that Promotes Student Success
Professional Development and Instructional Leadership
Transforming Student Success in Literacy
Conclusion
References
12 Moving All up at Sireira Moderna Academy
Introduction
Who Am I?
Context
Interprofessional Collaboration: A Framework of Inter-Literacies
Moving Out of Silos: Disciplinary Literacy
Social Literacy: Situating Student Success
Micro-Political Literacy: Navigating the Landscape for Learning
About the Inquiry
Data Analysis
Lessons Learned
Administrative Encouragement of Collaborative Practice
Student-Focused Pedagogy and Intervention
Professional Worth
Inclusion
Home School Partnership
Student Success
Supplementary Successes
Discussion
Conclusion
References
13 Final Thoughts Conversations, Intersections, and Education for All: Where To?
References
Afterword