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This latest volume in the World Yearbook of Education series
examines the relationship between assessment systems and efforts to
advance equity in education at a time of growing inequalities. It
focuses on the political motives behind the expansion of an
assessment industry, the associated expansion of an SEN industry
and a growth in consequential accountability systems. Split into
three key sections, the first part is concerned with the assessment
industry, and considers the purpose and function of assessment in
policy and politics and the political context in which particular
assessment practices have emerged. Part II of the book, on
assessing deviance, explores those assessment and identification
practices that seek to classify different categories of learners,
including children with Limited English Proficiency, with special
needs and disabilities and with behavioural problems. The final
part of the book considers the consequences of assessment and the
possibility of fairer and more equitable alternatives, examining
the production of inequalities within assessment in relation to
race, class, gender and disability. Discussing in detail the
complex historical intersections of assessment and educational
equity with particular attention to the implications for
marginalised populations of students and their families, this
volume seeks to provide reframings and reconceptualisations of
assessment and identification by offering new insights into
economic and cultural trends influencing them. Co-edited by two
internationally renowned scholars, Julie Allan and Alfredo J.
Artiles, World Yearbook of Education 2017 will be a valuable
resource for researchers, graduates and policy makers who are
interested in the economic trends of global education assessment.
You've read the history and the background, now meet the families!
This companion book to Meeting Families Where They Are traces the
advocacy journeys of 12 caregivers across a range of racial,
ethnic, social, disability, economic, and family identities. The
stories reflect the unique lives, histories, and needs of each
family, as well as the different approaches they employ to meet the
needs of their children. Caregivers indicate when they began to
advocate; describe how they continue their efforts across schools,
medical offices, therapies, communities, and virtual spaces; and
discuss how they adapt to changing social and health climates and
educational delivery modes. They also share their collective wisdom
to assist other parents who are new to the advocacy platform or are
feeling discouraged with the process. This is must-reading for
family members, teachers, administrators, health care personnel,
and everyone invested in creating a culture of respect, love, and
understanding.Book Features: Emphasizes how families have resisted
the deficit-based view of their children while still utilizing
systems of support. Identifies gaps and challenges across multiple
systems, as well as "what's working." Incorporates the fields of
special education and disability studies in education. Uses the
framework of DisCrit to explore how disability and other social
identities operate in tandem, examining concepts such as power,
access, privilege, and barriers. Positions caregivers as experts in
their children's lives, illustrating how they advocate for their
children, teens, and young adults. Takes a deep dive into the
nuances of generational, cultural, organizational, and geographical
factors that impact how caregivers advocate. Resists approaches
that typically involve professionals dictating what families need,
centering instead on a collaborative model that includes families
and professionals.
This latest volume in the World Yearbook of Education Series
focuses on assessment systems and efforts to advance equity in
education at a time of growing inequalities. It considers new
economic trends and investigates how constraints appear to be
influencing assessment and identification practices. The volume is
organized around the following main issues: political motives
behind the expansion of an assessment industry; the associated
expansion of an SEN industry, and; growth in consequential
accountability systems. It ultimately seeks to provide reframings
and reconceptualizations of assessment and identification by
offering new insights into economic and cultural trends influencing
them.
Using an interdisciplinary perspective to discuss the intersection
of language development and learning processes, this book
summarizes current knowledge and represents the most critical
issues regarding early childhood research, policy, and practice
related to young bilingual children with disabilities. The book
begins with a conceptual framework focusing on the intersection
between the fields of early childhood education, bilingual
education, and special education. It goes on to review and discuss
the role of bilingualism in young children's development and the
experiences of young bilingual children with disabilities in early
care and education settings, including issues of eligibility and
access to care, instruction, and assessment. The book explores
family experiences, teacher preparation, accountability, and
policy, ending with recommendations for future research which will
inform both policies and practices for the education of young
bilingual children with disabilities. This timely volume provides
valuable guidance for teachers, administrators, policymakers, and
researchers.
Using an interdisciplinary perspective to discuss the intersection
of language development and learning processes, this book
summarizes current knowledge and represents the most critical
issues regarding early childhood research, policy, and practice
related to young bilingual children with disabilities. The book
begins with a conceptual framework focusing on the intersection
between the fields of early childhood education, bilingual
education, and special education. It goes on to review and discuss
the role of bilingualism in young children's development and the
experiences of young bilingual children with disabilities in early
care and education settings, including issues of eligibility and
access to care, instruction, and assessment. The book explores
family experiences, teacher preparation, accountability, and
policy, ending with recommendations for future research which will
inform both policies and practices for the education of young
bilingual children with disabilities. This timely volume provides
valuable guidance for teachers, administrators, policymakers, and
researchers.
This book presents an in-depth discussion of how human disability
and parental advocacy have been constructed in American society,
including recommendations for a more authentically inclusive vision
of parental advocacy. The authors provide a cultural-historical
view of the conflation of racism, classism, and ableism that have
left a deeply entrenched stigma-one that positions children with
disabilities and children of color as less valuable than others. To
redress these inequities, the authors offer a working model of
co-constructed advocacy designed to benefit all families. Because
advocacy is not a "one size fits all" endeavor, the authors propose
meeting families where they are and learning their strengths and
needs, while preparing and repositioning families to empower
themselves.Book Features: Takes a cultural-historical view that
explores the reasons why individuals with disabilities are so
stigmatized. Shows how the intersection of different stigmatized
identity markers, such as poverty, race, and language, have been
woven into negative interpretations of "difference." Celebrates the
history of parent advocacy in the United States since World War II.
Examines how social and racial privilege have dictated which parent
voices are heard. Proposes collaborative approaches that can
produce more authentic and more representative advocacy. Explores
the motivations and purposes that drive parent advocacy.
Through powerful narratives of parents of Black and Latinx students
with disabilities, this book provides a unique look at the
relationship between disability, race, urban space, and
market-driven educational policies. Offering significant insights
into complex forms of educational exclusion, the text illustrates
the actual challenges and paradoxes of school choice faced by
today's parents. Included are explanations for the kinds of
injustices students with disabilities face every day, as well as
resources that can be helpful for engaging in collective action
aimed at improving educational services for all children. This
accessible resource offers recommendations to help policymakers,
charter school administrators, teachers, and families tackle the
challenges of school choice while dealing effectively with the new
generation of inclusive schools.Book Features: Presents a
first-of-its-kind look at how Black and Latinx parents of students
with disabilities experience market-driven approaches to education.
Identifies the consequences of push-out practices in charter
schools and how families experience and resist these practices.
Situates school choice amid historical and compounding forms of
exclusion associated with geographical (neighborhood) and social
(disability, race, and class) locations. Provides lessons learned
and valuable guidance for creating a new generation of inclusive
charter schools.
You've read the history and the background, now meet the families!
This companion book to Meeting Families Where They Are traces the
advocacy journeys of 12 caregivers across a range of racial,
ethnic, social, disability, economic, and family identities. The
stories reflect the unique lives, histories, and needs of each
family, as well as the different approaches they employ to meet the
needs of their children. Caregivers indicate when they began to
advocate; describe how they continue their efforts across schools,
medical offices, therapies, communities, and virtual spaces; and
discuss how they adapt to changing social and health climates and
educational delivery modes. They also share their collective wisdom
to assist other parents who are new to the advocacy platform or are
feeling discouraged with the process. This is must-reading for
family members, teachers, administrators, health care personnel,
and everyone invested in creating a culture of respect, love, and
understanding.Book Features: Emphasizes how families have resisted
the deficit-based view of their children while still utilizing
systems of support. Identifies gaps and challenges across multiple
systems, as well as "what's working." Incorporates the fields of
special education and disability studies in education. Uses the
framework of DisCrit to explore how disability and other social
identities operate in tandem, examining concepts such as power,
access, privilege, and barriers. Positions caregivers as experts in
their children's lives, illustrating how they advocate for their
children, teens, and young adults. Takes a deep dive into the
nuances of generational, cultural, organizational, and geographical
factors that impact how caregivers advocate. Resists approaches
that typically involve professionals dictating what families need,
centering instead on a collaborative model that includes families
and professionals.
Through powerful narratives of parents of Black and Latinx students
with disabilities, this book provides a unique look at the
relationship between disability, race, urban space, and
market-driven educational policies. Offering significant insights
into complex forms of educational exclusion, the text illustrates
the actual challenges and paradoxes of school choice faced by
today's parents. Included are explanations for the kinds of
injustices students with disabilities face every day, as well as
resources that can be helpful for engaging in collective action
aimed at improving educational services for all children. This
accessible resource offers recommendations to help policymakers,
charter school administrators, teachers, and families tackle the
challenges of school choice while dealing effectively with the new
generation of inclusive schools.Book Features: Presents a
first-of-its-kind look at how Black and Latinx parents of students
with disabilities experience market-driven approaches to education.
Identifies the consequences of push-out practices in charter
schools and how families experience and resist these practices.
Situates school choice amid historical and compounding forms of
exclusion associated with geographical (neighborhood) and social
(disability, race, and class) locations. Provides lessons learned
and valuable guidance for creating a new generation of inclusive
charter schools.
This handbook examines policy and practice from around the world
with respect to broadly conceived notions of inclusion and
diversity within education. It sets out to provide a critical and
comprehensive overview of current thinking and debate around
aspects such as inclusive education rights, philosophy, context,
policy, systems, and practices for a global audience. This makes it
an ideal text for researchers and those involved in policy-making,
as well as those teaching in classrooms today. Chapters are
separated across three key parts: Part I: Conceptualizations and
Possibilities of Inclusion and Diversity in Education Part II:
Inclusion and Diversity in Educational Practices, Policies, and
Systems Part III: Inclusion and Diversity in Global and Local
Educational Contexts
Step outside of the IEPs and behavioral paperwork currently
generated in schools, go where disabled people are thriving today,
and see the results in learning, growth, and expression. This
authoritative book offers readers alternative ways to think about
learning and behavior in special education. Through illustrative
case studies and a disability studies lens, author Erin McCloskey
uses the voices of people with disabilities to show how these
students progress creatively outside the classroom and school
building-at the dojo, the riding arena, the theater stage, the
music studio, and other community-centered spaces where disabled
students can make choices about their learning, their bodies, and
their goals. Balancing theory and practice, the book describes
alternative learning spaces, demonstrates how disabled students
learn there, and passes on the important lessons learned in each
space. The ideas apply to students of all ages with a wide variety
of disabilities. Book Features: Uses the voices of people with
disabilities to promote alternative ways to think about learning
and behavior in special education. Presents rich case studies and
briefer interludes to illustrate how disabled students are learning
and thriving in surprising ways outside of school where they have
opportunities to explore. Distills important key takeaways from
each case study through chapter sections of "lessons learned."
Promotes informed discussion of the concepts in the book with
questions at the end of each chapter. Combines theory and practice
to help readers put the concepts into action in a variety of
settings with a variety of disabled students.
Despite the impressive growth of inclusive education around the
world, questions and considerations about equity have been
neglected. This edited volume makes a major contribution to the
field of inclusive education by analyzing equity concerns that have
emerged from the implementation of inclusive education models in
nine nations on five continents. The authors examine how disparate
approaches to inclusive education are mediated by the official and
implicit goals of public education; by access to intellectual,
human, and material resources; and by collective understanding of
and educational responses to sociocultural differences. Inclusive
Education provides critical reviews of research on this important
education reform movement, as well as a refined theoretical
understanding of the ways equity is addressed. It also offers
lessons for future policy and research that are mindful of equity.
Comparative special education is a topic rarely covered in
research. This is a ground-breaking assessment of special education
services for students with mild disabilities in eight Latin
American countries (Brazil, Chile, Guatemala, Honduras, Jamaica,
Mexico, Panama, and Uruguay). Considering that people with mild
disabilities comprise more than two-thirds of the disabled
population in the world, this is an important area of study. The
editors have identified two broad areas in which experiences could
be recounted: the provision of services and the preparation of
personnel. The focus is on the elementary education level, although
early intervention and secondary education are also discussed.
The decades-long problem of disproportionate school discipline and
school-based arrests of students with disabilities, particularly
those who also identify as Black or Native American, is explored in
this authoritative book. A team of interdisciplinary scholars,
attorneys, and education practitioners focus on how disparities
based on disability intersect with race and ethnicity, why such
disparities occur, and the impacts these disparities have over
time. A DisCrit and research-based perspective frames key issues at
the beginning of the book, and the chapters that follow suggest
promising practices and approaches to reduce the inequitable use of
school discipline and increase the use of evidence-supported
alternatives to prevent and respond to behaviors of students with
disabilities. The final chapter recommends future research, policy,
legal, and practice goals, suggesting an agenda for moving the
field forward in years to come.Book Features: Explores how
students' disabilities, race, ethnicity, and gender intersect to
explain how they are negatively impacted by the overuse of
suspension, expulsion, and school policing. Focuses on practical
changes to the approaches of research, practice, and policy to
remedy this long-standing problem. Presents an interdisciplinary
approach, bringing together the expertise of scholars, attorneys,
and educational practitioners to address the issues from a variety
of perspectives. Draws on DisCrit (Disability Studies and Critical
Race Theory) to explore the intersection of race and ethnicity,
particularly among students who are Black or from a Native American
background and are considered "disabled."
This sequel to the influential 2016 work DisCrit—Disability
Studies and Critical Race Theory in Education explores how DisCrit
has both deepened and expanded, providing increasingly nuanced
understandings about how racism and ableism circulate across
geographic borders, academic disciplines, multiplicative
identities, intersecting oppressions, and individual and cultural
resistances. Following an incisive introduction by DisCrit
intellectual forerunner Alfredo Artiles, a diverse group of authors
engage in inward, outward, and margin-to-margin analyses that raise
deep and enduring questions about how we as scholars and teachers
account for and counteract the collusive nature of oppressions
faced by minoritized individuals with disabilities, particularly in
educational contexts. Contributors ask readers to consider incisive
questions such as: What are the affordances and constraints of
DisCrit as it travels outside of U.S. contexts? How can DisCrit, as
a critical and intersectional framework, be used to support and
extend diverse forms of activism, expanded solidarities, and
collective resistance? How can DisCrit inform and be augmented by
engagements with other critical theories and modes of inquiry? How
can DisCrit help to illuminate agency and resistance among learners
with complex learning needs? How might DisCrit inform legal studies
and other disciplinary and interdisciplinary contexts? How can
DisCrit be a critical friend to interrogations involving issues of
citizenship, language, and more? Book Features: Expands the
discussion on DisCrit to include issues of language, citizenship,
and post-secondary education, and more. Presents a robust
engagement with DisCrit that reaches across disciplines,
geographies, and temporalities. Highlights the lived experience of
people with disabilities as knowledge generators fighting against
the collusive power of racism and ableism. Recognizes that
disability is complex, multifaceted, and not bound by labels for
Black people, Indigenous People, and other People of Color in
educational experiences and throughout the lifespan Further
explores the discussion on DisCrit while encouraging disability
scholars to substantially integrate racism into their analyses, and
for race scholars to do the same with ableism.
Step outside of the IEPs and behavioral paperwork currently
generated in schools, go where disabled people are thriving today,
and see the results in learning, growth, and expression. This
authoritative book offers readers alternative ways to think about
learning and behavior in special education. Through illustrative
case studies and a disability studies lens, author Erin McCloskey
uses the voices of people with disabilities to show how these
students progress creatively outside the classroom and school
building—at the dojo, the riding arena, the theater stage, the
music studio, and other community-centered spaces where disabled
students can make choices about their learning, their bodies, and
their goals. Balancing theory and practice, the book describes
alternative learning spaces, demonstrates how disabled students
learn there, and passes on the important lessons learned in each
space. The ideas apply to students of all ages with a wide variety
of disabilities. Book Features: Uses the voices of people with
disabilities to promote alternative ways to think about learning
and behavior in special education. Presents rich case studies and
briefer interludes to illustrate how disabled students are learning
and thriving in surprising ways outside of school where they have
opportunities to explore. Distills important key takeaways from
each case study through chapter sections of “lessons learned.”
Promotes informed discussion of the concepts in the book with
questions at the end of each chapter. Combines theory and practice
to help readers put the concepts into action in a variety of
settings with a variety of disabled students.
The decades-long problem of disproportionate school discipline and
school-based arrests of students with disabilities, particularly
those who also identify as Black or Native American, is explored in
this authoritative book. A team of interdisciplinary scholars,
attorneys, and education practitioners focus on how disparities
based on disability intersect with race and ethnicity, why such
disparities occur, and the impacts these disparities have over
time. A DisCrit and research-based perspective frames key issues at
the beginning of the book, and the chapters that follow suggest
promising practices and approaches to reduce the inequitable use of
school discipline and increase the use of evidence-supported
alternatives to prevent and respond to behaviors of students with
disabilities. The final chapter recommends future research, policy,
legal, and practice goals, suggesting an agenda for moving the
field forward in years to come.Book Features: Explores how
students' disabilities, race, ethnicity, and gender intersect to
explain how they are negatively impacted by the overuse of
suspension, expulsion, and school policing. Focuses on practical
changes to the approaches of research, practice, and policy to
remedy this long-standing problem. Presents an interdisciplinary
approach, bringing together the expertise of scholars, attorneys,
and educational practitioners to address the issues from a variety
of perspectives. Draws on DisCrit (Disability Studies and Critical
Race Theory) to explore the intersection of race and ethnicity,
particularly among students who are Black or from a Native American
background and are considered "disabled."
This sequel to the influential 2016 work DisCrit-Disability Studies
and Critical Race Theory in Education explores how DisCrit has both
deepened and expanded, providing increasingly nuanced
understandings about how racism and ableism circulate across
geographic borders, academic disciplines, multiplicative
identities, intersecting oppressions, and individual and cultural
resistances. Following an incisive introduction by DisCrit
intellectual forerunner Alfredo Artiles, a diverse group of authors
engage in inward, outward, and margin-to-margin analyses that raise
deep and enduring questions about how we as scholars and teachers
account for and counteract the collusive nature of oppressions
faced by minoritized individuals with disabilities, particularly in
educational contexts. Contributors ask readers to consider incisive
questions such as: What are the affordances and constraints of
DisCrit as it travels outside of U.S. contexts? How can DisCrit, as
a critical and intersectional framework, be used to support and
extend diverse forms of activism, expanded solidarities, and
collective resistance? How can DisCrit inform and be augmented by
engagements with other critical theories and modes of inquiry? How
can DisCrit help to illuminate agency and resistance among learners
with complex learning needs? How might DisCrit inform legal studies
and other disciplinary and interdisciplinary contexts? How can
DisCrit be a critical friend to interrogations involving issues of
citizenship, language, and more? Book Features: Expands the
discussion on DisCrit to include issues of language, citizenship,
and post-secondary education, and more. Presents a robust
engagement with DisCrit that reaches across disciplines,
geographies, and temporalities. Highlights the lived experience of
people with disabilities as knowledge generators fighting against
the collusive power of racism and ableism. Recognizes that
disability is complex, multifaceted, and not bound by labels for
Black people, Indigenous People, and other People of Color in
educational experiences and throughout the lifespan Further
explores the discussion on DisCrit while encouraging disability
scholars to substantially integrate racism into their analyses, and
for race scholars to do the same with ableism.
This book presents a framework for addressing intersectionality
within educational spaces to combat the cumulative effects of
systemic marginalization due to race, gender, disability, class,
sexual orientation, and other identity-based labels. Readers can
use the framework to consider the impact of identities that
individuals adopt or are assigned, move beyond discrete subgroup
labels, and fully consider how such markers impact how education
policy and research are developed, enacted, and experienced. The
text presents examples of existing systems (education, law,
medicine, and juvenile justice) as experienced by individuals with
intersectional social identities. Each chapter provides an
innovative framework that highlights diverse ways of knowing,
generating insights that can inform more equitable policy analysis,
research, and practice.Book Features: A protocol for applying an
intersectionality-based analytic (IBA) approach to education
policy, research, and practice. Case study examples of how IBA can
be implemented to improve decision making across disciplines and by
various stakeholders. Guiding questions that can be used to develop
complex research questions and methods that interrupt power
differentials within research and policymaking processes.
This book presents a framework for addressing intersectionality
within educational spaces to combat the cumulative effects of
systemic marginalization due to race, gender, disability, class,
sexual orientation, and other identity-based labels. Readers can
use the framework to consider the impact of identities that
individuals adopt or are assigned, move beyond discrete subgroup
labels, and fully consider how such markers impact how education
policy and research are developed, enacted, and experienced. The
text presents examples of existing systems (education, law,
medicine, and juvenile justice) as experienced by individuals with
intersectional social identities. Each chapter provides an
innovative framework that highlights diverse ways of knowing,
generating insights that can inform more equitable policy analysis,
research, and practice.Book Features: A protocol for applying an
intersectionality-based analytic (IBA) approach to education
policy, research, and practice. Case study examples of how IBA can
be implemented to improve decision making across disciplines and by
various stakeholders. Guiding questions that can be used to develop
complex research questions and methods that interrupt power
differentials within research and policymaking processes.
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