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Children who come from cultural and linguistically & racially diverse backgrounds who also may have an identified disability;

Children who come from cultural and linguistically & racially diverse backgrounds who also may have an identified disability;

Part I: Journal Article Sharing with Feedback to Colleagues
Post Journal Article Synthesis and respond to two colleagues’ submissions.

Part II: Assessment Assumptions
In our work this week we are looking at diversity through dual lenses:

  1. Children who come from cultural and linguistically & racially diverse backgrounds who also may have an identified disability;
  2. Disability and Diversity and how our perceptions of children reinforce the notion of a single story.

What actions will you take to ensure that your student’s identified disability does not define them as a person?

For those of you who already work in linguistically or racially diverse classroom settings, how does what you have read about and learned this week apply to your situation? Are any of you rethinking what you know and believe about culture and disability?

  • Read: Salvia, Ysseldyke, & Witmer
    Chapters 15-18
  • Read: Browder, Spooner, & Courtade Chapter 5
  • Watch: Dunn, R. (2011). Assessment and Special Education.
  • Watch: Teachings in Education. (2017). The Good, The Bad, & The Ugly.
  • Explore: TEDx Talks. (2015). Linda Darling Hammond: Testing, Testing.
  • Explore: TED. (2013). Sir Ken Robinson: How to Escaping Education?s Death Valley.
  • Explore: TEDx Talks.(2015). Ted Dintersmith: Preparing Kids for Life, Not Standardized Tests.
  • Explore: Democracy Now! (2019). How standardized tests were Designed by Racists and Eugenicists.
  • Explore: Council for Exceptional Children. (2020). Teaching Special Education Online During COVID-19.
  • Explore: Education Week Special Education site

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