{"title":"Disability, Culture, and Equity Series","description":"\u003ch3 class=\"p1\"\u003eSeries Editor: Alfredo J. Artiles\u003c\/h3\u003e\n\u003cp class=\"p1\"\u003eThe \u003cem\u003eDisability, Culture, and Equity Series\u003c\/em\u003e explores one of the most pressing needs in the field of special and general education—how to effectively educate minoritized learners with disabilities—and will help readers to understand how this goal is fundamental to achieving equity for all learners. Books in the series will provide educators, researchers, and policymakers with pathbreaking research-based knowledge and recommendations for practice that can transform both our understandings of how to educate minoritized students, as well as to create culturally responsive research based practices and policies that effectively address educational inequalities.\u003c\/p\u003e\n\u003cp class=\"p1\"\u003eFrom Multi-tiered Systems of Support to the racialization of disabilities to proven strategies for inclusive classrooms, research and practice in the field is changing rapidly. The diversity of our nation’s schools will only continue to increase, and the need for educators to develop sound culturally responsive practices is greater than ever. Policymakers are eager to find ways to increase equitable outcomes for all learners. Researchers want to understand the ways in which culture, disability and other social markers intersect, and the impact of cultural and various forms of difference in educational outcomes. The \u003cem\u003eDisability, Culture, and Equity Series\u003c\/em\u003e will address this range of needs across the educational community, as it charts new ground in offering an interdisciplinary approach to disability.\u003c\/p\u003e\n\u003cdiv style=\"min-height: 200px; overflow: auto;\"\u003e\n\u003cp class=\"p1\"\u003e\u003cimg src=\"https:\/\/teachers-college-press-us.imgix.net\/authors\/2653.jpg\" width=\"200\" height=\"200\" alt=\"Alfredo J. Artiles\" style=\"float: left; margin-right: 25px;\"\u003e\u003cstrong\u003eAlfredo J. Artiles\u003c\/strong\u003e, is the Lee L. Jacks Professor of Education at Stanford University. He is Director of the Center for Opportunity Policy in Education and Director of Research at the Center for Comparative Studies in Race \u0026amp; Ethnicity. His scholarship examines how protections afforded by disability status can unwittingly stratify educational opportunities for other minoritized groups and is advancing responses to these intersectional inequities. Dr. Artiles was a member of the White House Advisory Commission on Educational Excellence for Hispanics and was a Resident Fellow at the Center for Advanced Study in the Behavioral Sciences. He is an elected member of the National Academy of Education, was elected Vice-President of AERA to lead its Social Context of Education Division and is a Fellow of AERA, the Learning Policy Institute and the National Education Policy Center. He received an honorary doctorate from the University of Göteborgs (Sweden).\u003c\/p\u003e\n\u003c\/div\u003e\n\u003cdiv style=\"min-height: 200px; overflow: auto;\"\u003e\n\u003cp class=\"p1\"\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/Lewis_Melissa.jpg\" width=\"200\" height=\"200\" alt=\"Melissa Lewis\" style=\"float: left; margin-right: 25px;\"\u003e\u003cstrong\u003eMelissa S. Lewis\u003c\/strong\u003e is a Doctoral Student at Stanford University in the Developmental and Psychological Sciences Program. Prior to pursuing her Ph.D. Melissa taught for a year in a Spanish-English dual language school in the state of Delaware. Her current line of research focuses on the writing development of multilingual learners with learning disabilities. She is interested in exploring the markers that determine writing difficulty stemming from language, disability and or the combination of both.\u003c\/p\u003e\n\u003c\/div\u003e\n\u003ch4\u003e\u003cem\u003eProposals\u003c\/em\u003e\u003c\/h4\u003e\n\u003cp\u003ePlease submit book proposals to:\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eAlfredo J. Artiles\u003c\/strong\u003e\u003cbr\u003eProfessor, Graduate School of Education\u003cbr\u003eStanford University\u003cbr\u003e\u003ca href=\"mailto:aartiles@stanford.edu\"\u003eaartiles@stanford.edu\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eClick \u003c\/em\u003e\u003ca href=\"https:\/\/teachers-college-press.myshopify.com\/pages\/for-authors\"\u003e\u003cem\u003ehere\u003c\/em\u003e\u003c\/a\u003e\u003cem\u003e for guidelines and more\u003c\/em\u003e\u003c\/p\u003e\n\u003cdiv id=\"supadu-search-embed-page\" data-refinements='{\"series\":\"Disability, Culture, and Equity Series\"}' data-settings='{\"hits_per_page\": 20, \"max_items_per_row\": 5, \"show_sort_by_dropdown\": true}'\u003e\u003c\/div\u003e","products":[{"product_id":"promoting-equity-for-multilingual-learners-with-disabilities_9780807786802","title":"Promoting Equity for Multilingual Learners With Disabilities","description":"\u003cp\u003e\u003cb\u003eThis book examines the nature of equity for one of the most vulnerable populations of K–12 students—multilingual learners (MLs) with disabilities. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDrawing from a rich array of research and experiences as a teacher educator and policy consultant, the author \u003cb\u003edemonstrates how MLs with disabilities encounter inequities in predictable, repeated ways throughout their schooling\u003c\/b\u003e. Kangas establishes how these patterned inequities pervade education systems, school policies, and processes, ultimately stifling the learning opportunities and educational rights of students with intersecting language learning and disability needs. \u003c\/p\u003e\u003cp\u003eThrough \u003cb\u003e concrete recommendations and helpful resources\u003c\/b\u003e, the text empowers educators, researchers, and policymakers to detect and dismantle patterned inequities in their respective roles. This is an important guide for all stakeholders wishing to promote equitable learning and life opportunities for MLs with disabilities.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamines contemporary research across a range of topics (e.g., service provision, individualized plans, reclassification, and policy).\u003c\/li\u003e\n\u003cli\u003eOffers a lens for understanding the challenges and solutions to supporting multilingual learners with disabilities.\u003c\/li\u003e\n\u003cli\u003eFocuses on equity and social justice in education systems, classrooms, and policies.\u003c\/li\u003e\n\u003cli\u003eWritten to be accessible for a wide range of stakeholders, including K–12 administrators and teachers, researchers, and policymakers.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Sara E. N. Kangas","offers":[{"title":"Default Title","offer_id":43037191012454,"sku":"9780807786802","price":42.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786802.jpg?v=1779469265"},{"product_id":"promoting-equity-for-multilingual-learners-with-disabilities_9780807782934","title":"Promoting Equity for Multilingual Learners With Disabilities","description":"\u003cp\u003e\u003cb\u003eThis book examines the nature of equity for one of the most vulnerable populations of K–12 students—multilingual learners (MLs) with disabilities. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDrawing from a rich array of research and experiences as a teacher educator and policy consultant, the author \u003cb\u003edemonstrates how MLs with disabilities encounter inequities in predictable, repeated ways throughout their schooling\u003c\/b\u003e. Kangas establishes how these patterned inequities pervade education systems, school policies, and processes, ultimately stifling the learning opportunities and educational rights of students with intersecting language learning and disability needs. \u003c\/p\u003e\u003cp\u003eThrough \u003cb\u003e concrete recommendations and helpful resources\u003c\/b\u003e, the text empowers educators, researchers, and policymakers to detect and dismantle patterned inequities in their respective roles. This is an important guide for all stakeholders wishing to promote equitable learning and life opportunities for MLs with disabilities.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamines contemporary research across a range of topics (e.g., service provision, individualized plans, reclassification, and policy).\u003c\/li\u003e\n\u003cli\u003eOffers a lens for understanding the challenges and solutions to supporting multilingual learners with disabilities.\u003c\/li\u003e\n\u003cli\u003eFocuses on equity and social justice in education systems, classrooms, and policies.\u003c\/li\u003e\n\u003cli\u003eWritten to be accessible for a wide range of stakeholders, including K–12 administrators and teachers, researchers, and policymakers.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Sara E. N. Kangas","offers":[{"title":"Default Title","offer_id":43037191110758,"sku":"9780807782934","price":42.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782934.jpg?v=1779469265"},{"product_id":"promoting-equity-for-multilingual-learners-with-disabilities_9780807786819","title":"Promoting Equity for Multilingual Learners With Disabilities","description":"\u003cp\u003e\u003cb\u003eThis book examines the nature of equity for one of the most vulnerable populations of K–12 students—multilingual learners (MLs) with disabilities. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDrawing from a rich array of research and experiences as a teacher educator and policy consultant, the author \u003cb\u003edemonstrates how MLs with disabilities encounter inequities in predictable, repeated ways throughout their schooling\u003c\/b\u003e. Kangas establishes how these patterned inequities pervade education systems, school policies, and processes, ultimately stifling the learning opportunities and educational rights of students with intersecting language learning and disability needs. \u003c\/p\u003e\u003cp\u003eThrough \u003cb\u003e concrete recommendations and helpful resources\u003c\/b\u003e, the text empowers educators, researchers, and policymakers to detect and dismantle patterned inequities in their respective roles. This is an important guide for all stakeholders wishing to promote equitable learning and life opportunities for MLs with disabilities.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamines contemporary research across a range of topics (e.g., service provision, individualized plans, reclassification, and policy).\u003c\/li\u003e\n\u003cli\u003eOffers a lens for understanding the challenges and solutions to supporting multilingual learners with disabilities.\u003c\/li\u003e\n\u003cli\u003eFocuses on equity and social justice in education systems, classrooms, and policies.\u003c\/li\u003e\n\u003cli\u003eWritten to be accessible for a wide range of stakeholders, including K–12 administrators and teachers, researchers, and policymakers.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Sara E. N. Kangas","offers":[{"title":"Default Title","offer_id":43037190881382,"sku":"9780807786819","price":129.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786819.jpg?v=1779469265"},{"product_id":"dismantling-disproportionality-in-practice_9780807769447","title":"Dismantling Disproportionality in Practice","description":"\u003cp\u003eThis resource offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of color. Educational institutions can use this application guide to build educators’ capacities in culturally responsive–sustaining education (CR-SE) so that they respond better to the needs of racially, culturally, and linguistically marginalized students, families, and communities. The book includes chapters dedicated to the process of an equity audit to identify and tackle the root causes of disproportionalities and approaches for partnering with young people toward creating an environment every student deserves. It also addresses the critical self-reflective work that is foundational to shift the experiences and outcomes of Black, Latinx, Indigenous, and multilingual learners; students with an IEP; and students with intersecting identities. Use \u003ci\u003eDismantling Disproportionality in Practice\u003c\/i\u003e to guide your work with district and school leaders and staff, teachers, families, and youth.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e● This companion to Dismantling Disproportionality: A Culturally Responsive and Sustaining Systems Approach (2023) offers lessons learned from a former state-funded technical assistance center.\u003c\/li\u003e\n\u003cli\u003e● Applicable tools and processes to help school districts confront beliefs, policies, procedures, and practices that result in disproportionate outcomes and experiences. \u003c\/li\u003e\n\u003cli\u003e● A holistic look at what equitable and culturally responsive schools look like and actionable steps for creating these spaces.\u003c\/li\u003e\n\u003cli\u003e● Tangible exercises and examples from two decades of experience centering equity within school systems.\u003c\/li\u003e\n\u003cli\u003e● Guidance for partnering with youth to create equitable, systemic change alongside school leadership.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"María G. Hernández","offers":[{"title":"Default Title","offer_id":43037202415718,"sku":"9780807769447","price":39.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769447.jpg?v=1771608229"},{"product_id":"dismantling-disproportionality-in-practice_9780807769454","title":"Dismantling Disproportionality in Practice","description":"\u003cp\u003eThis resource offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of color. Educational institutions can use this application guide to build educators’ capacities in culturally responsive–sustaining education (CR-SE) so that they respond better to the needs of racially, culturally, and linguistically marginalized students, families, and communities. The book includes chapters dedicated to the process of an equity audit to identify and tackle the root causes of disproportionalities and approaches for partnering with young people toward creating an environment every student deserves. It also addresses the critical self-reflective work that is foundational to shift the experiences and outcomes of Black, Latinx, Indigenous, and multilingual learners; students with an IEP; and students with intersecting identities. Use \u003ci\u003eDismantling Disproportionality in Practice\u003c\/i\u003e to guide your work with district and school leaders and staff, teachers, families, and youth.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e● This companion to Dismantling Disproportionality: A Culturally Responsive and Sustaining Systems Approach (2023) offers lessons learned from a former state-funded technical assistance center.\u003c\/li\u003e\n\u003cli\u003e● Applicable tools and processes to help school districts confront beliefs, policies, procedures, and practices that result in disproportionate outcomes and experiences. \u003c\/li\u003e\n\u003cli\u003e● A holistic look at what equitable and culturally responsive schools look like and actionable steps for creating these spaces.\u003c\/li\u003e\n\u003cli\u003e● Tangible exercises and examples from two decades of experience centering equity within school systems.\u003c\/li\u003e\n\u003cli\u003e● Guidance for partnering with youth to create equitable, systemic change alongside school leadership.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"María G. Hernández","offers":[{"title":"Default Title","offer_id":43037202186342,"sku":"9780807769454","price":120.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769454.jpg?v=1771608229"},{"product_id":"dismantling-disproportionality-in-practice_9780807782262","title":"Dismantling Disproportionality in Practice","description":"\u003cp\u003eThis resource offers culturally responsive processes and concrete tools to address disproportionality and create more equitable schools. The authors draw on their work with school districts to demonstrate how using a theory of change can address disproportionate outcomes of special education placement and exclusionary discipline for students of color. 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Hernández","offers":[{"title":"Default Title","offer_id":43037199237222,"sku":"9780807782262","price":39.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782262.jpg?v=1771608229"},{"product_id":"equity-expansive-technical-assistance-for-schools_9780807781678","title":"Equity Expansive Technical Assistance for Schools","description":"\u003cp\u003eBased on the author’s experience leading equity-focused technical assistance centers, this book details approaches to partnering with educators and other stakeholders to eliminate racial disproportionality in special education. Because of its historical and current relevance as an indicator of systemic oppression, Thorius centers disproportionality as a crucial issue to be addressed through technical assistance partnerships. For these partnerships to be successful, technical assistance providers must: (1) support partners in engaging with systemic and individual oppressions that contribute to inequities at the intersections of racism and ableism, and (2) introduce partners to resources that mediate learning about, and development of, locally relevant solutions that abolish racism and ableism in tandem. \u003ci\u003eEquity Expansive Technical Assistance for Schools \u003c\/i\u003eprovides a research-based framework for conducting technical assistance, including vignettes and facilitation guides that educational leaders can use to address disproportionality in special education within their local contexts.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDetailed protocols for professional dialogue toward eliminating racial disproportionality in special education.\u003c\/li\u003e\n\u003cli\u003eExpanded definitions and descriptions of disproportionality as an issue of ableism, as well as racism.\u003c\/li\u003e\n\u003cli\u003eReal-life examples of technical assistance and professional development partnership activities that improve conditions leading to, and outcomes of, disproportionality.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Kathleen A. 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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. 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Following an incisive foreword 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? 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To redress these inequities, the authors offer \u003cb\u003e a working model of co-constructed advocacy designed to benefit all families\u003c\/b\u003e. 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.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTakes a cultural–historical view that explores the reasons why individuals with disabilities are so stigmatized. \u003c\/li\u003e\n\u003cli\u003eShows how the intersection of different stigmatized identity markers, such as poverty, race, and language, have been woven into negative interpretations of “difference.”\u003c\/li\u003e\n\u003cli\u003eCelebrates the history of parent advocacy in the United States since World War II. \u003c\/li\u003e\n\u003cli\u003e Examines how social and racial privilege have dictated which parent voices are heard. \u003c\/li\u003e\n\u003cli\u003eProposes collaborative approaches that can produce more authentic and more representative advocacy.\u003c\/li\u003e\n\u003cli\u003eExplores the motivations and purposes that drive parent advocacy.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Beth Harry","offers":[{"title":"Default Title","offer_id":43037227909222,"sku":"9780807778548","price":36.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807778548.jpg?v=1771608144"},{"product_id":"case-studies-in-building-equity-through-family-advocacy-in-special-education_9780807779569","title":"Case Studies in Building Equity Through Family Advocacy in Special Education","description":"\u003cp\u003eYou’ve read the history and the background, now meet the families! This companion book to \u003ci\u003eMeeting Families Where They Are \u003c\/i\u003etraces 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. While highlighting gaps and challenges across multiple systems, this book also recognizes “what’s working” with stories of true collaboration between practitioners and everyday people. 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Using guiding questions for reflection and “Talk Back” comments from preservice students throughout the text, readers are encouraged to reflect on their own positionality and to develop nuanced and dynamic understandings of CLD children, youth, and families—countering persistent and stereotypical deficit views. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIn-depth descriptions of immigrant family ecologies.\u003c\/li\u003e\n\u003cli\u003eStrategies for challenging a system that has been implicated in the overrepresentation of minorities in special education.\u003c\/li\u003e\n\u003cli\u003eArtwork, photographs, and other materials from students and families.\u003c\/li\u003e\n\u003cli\u003e“Talk Back” sections featuring personal reflections and feedback on the portrait narratives from preservice teachers.\u003c\/li\u003e\n\u003cli\u003eQuestions to facilitate meaningful classroom discussions.\u003c\/li\u003e\n\u003cli\u003eA personal action plan framework to guide improvements in cultural competence and inclusive special education practices.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Janet Story Sauer","offers":[{"title":"Default Title","offer_id":43037228564582,"sku":"9780807763292","price":34.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807763292.jpg?v=1771608175"},{"product_id":"excluded-by-choice_9780807764008","title":"Excluded by Choice","description":"\u003cp\u003eThrough 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 \u003ci\u003eall\u003c\/i\u003e 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.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePresents a first-of-its-kind look at how Black and Latinx parents of students with disabilities experience market-driven approaches to education. \u003c\/li\u003e\n\u003cli\u003eIdentifies the consequences of push-out practices in charter schools and how families experience and resist these practices. \u003c\/li\u003e\n\u003cli\u003eSituates school choice amid historical and compounding forms of exclusion associated with geographical (neighborhood) and social (disability, race, and class) locations.\u003c\/li\u003e\n\u003cli\u003eProvides lessons learned and valuable guidance for creating a new generation of inclusive charter schools.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Federico R. Waitoller","offers":[{"title":"Default Title","offer_id":43037226664038,"sku":"9780807764008","price":34.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807764008.jpg?v=1771608140"},{"product_id":"meeting-families-where-they-are_9780807763858","title":"Meeting Families Where They Are","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003e“Harry and Ocasio-Stoutenburg combine academic expertise with personal experience as parents of children with disabilities in this informative and emotionally driven work.” —CHOICE\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003e“A remarkable account of the legacy of advocacy among parents of children with disabilities in the U.S.” —Teachers College Record\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis book presents \u003cb\u003ean in-depth discussion of how human disability and parental advocacy have been constructed in American society\u003c\/b\u003e, including recommendations for a more authentically inclusive vision of parental advocacy. \u003c\/p\u003e\u003cp\u003eThe authors provide a cultural–historical view of the conflation of racism, classism, and ableism that has 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 \u003cb\u003e a working model of co-constructed advocacy designed to benefit all families\u003c\/b\u003e. 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.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTakes a cultural–historical view that explores the reasons why individuals with disabilities are so stigmatized. \u003c\/li\u003e\n\u003cli\u003eShows how the intersection of different stigmatized identity markers, such as poverty, race, and language, have been woven into negative interpretations of “difference.”\u003c\/li\u003e\n\u003cli\u003eCelebrates the history of parent advocacy in the United States since World War II. \u003c\/li\u003e\n\u003cli\u003e Examines how social and racial privilege have dictated which parent voices are heard. \u003c\/li\u003e\n\u003cli\u003eProposes collaborative approaches that can produce more authentic and more representative advocacy.\u003c\/li\u003e\n\u003cli\u003eExplores the motivations and purposes that drive parent advocacy.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Beth Harry","offers":[{"title":"Default Title","offer_id":43037235904614,"sku":"9780807763858","price":111.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807763858.jpg?v=1771608153"},{"product_id":"affirming-disability_9780807763308","title":"Affirming Disability","description":"\u003cp\u003eProviding both a theoretical framework and practical strategies, this resource will help teachers, counselors, and related service providers develop understanding and empathy to improve outcomes for culturally and linguistically diverse (CLD) students with disabilities. 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The text features narrative portraits of six immigrant families and their children with disabilities, including their cultural histories and personal perspectives regarding assessment, diagnosis, Individualized Education Program (IEP) meetings, and other instances in which families engaged with the special education process. Using guiding questions for reflection and “Talk Back” comments from preservice students throughout the text, readers are encouraged to reflect on their own positionality and to develop nuanced and dynamic understandings of CLD children, youth, and families—countering persistent and stereotypical deficit views. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIn-depth descriptions of immigrant family ecologies.\u003c\/li\u003e\n\u003cli\u003eStrategies for challenging a system that has been implicated in the overrepresentation of minorities in special education.\u003c\/li\u003e\n\u003cli\u003eArtwork, photographs, and other materials from students and families.\u003c\/li\u003e\n\u003cli\u003e“Talk Back” sections featuring personal reflections and feedback on the portrait narratives from preservice teachers.\u003c\/li\u003e\n\u003cli\u003eQuestions to facilitate meaningful classroom discussions.\u003c\/li\u003e\n\u003cli\u003eA personal action plan framework to guide improvements in cultural competence and inclusive special education practices.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Janet Story Sauer","offers":[{"title":"Default Title","offer_id":43037225910374,"sku":"9780807778203","price":34.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807778203.jpg?v=1771608170"},{"product_id":"transition-by-design_9780807758403","title":"Transition by Design","description":"\u003cp\u003eTransitions to adulthood for adolescents with disabilities are as diverse as the adolescents themselves. While there have been marked improvements for students with disabilities, there is still concern that employment education and independent living outcomes are not equitable across groups of students. For example, adolescents of color are more likely to face exclusionary discipline procedures in school resulting in detention and court involvement which, in turn, can limit access to educational opportunities in inclusive settings. Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. \u003ci\u003eTransition by Design\u003c\/i\u003e reframes disability, diversity, and equity during the transition from high school to adulthood.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUses a unique theoretical framework in transition: cultivating a culture of practice.\u003c\/li\u003e\n\u003cli\u003eLays out an in-depth examination of the school-to-prison pipeline as a major issue in transition.\u003c\/li\u003e\n\u003cli\u003eExamines health status and healthcare access issues relative to transition.\u003c\/li\u003e\n\u003cli\u003eCalls for culturally responsive approaches to research by exposing the limitations of intervention methods and holes in the extant literature.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Audrey A. 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The author acknowledges that, while compliance with IDEA (Individuals with Disabilities Education Act) is important, it can also be an administrative burden that detracts from practitioners’ capacity to adequately serve students with disabilities. \u003c\/p\u003e\u003cp\u003eUsing data collected from three suburban school districts, Voulgarides helps us to understand how compliance with IDEA intersects with decades of evidence of racial inequities in student outcomes. This timely and thought-provoking book unpacks the civil rights history of IDEA, examines the impact of its procedural focus on educational practice, and questions why racial inequities in special education persist despite good intentions by policymakers, educators, and school personnel.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUses empirical evidence to examine the common assumption that compliance with IDEA leads to educational equity.\u003c\/li\u003e\n\u003cli\u003eFocuses on the different dimensions of the equity concern that lie at the intersection between race, disability, and educational policy. \u003c\/li\u003e\n\u003cli\u003eChallenges practitioners to think about the roles they play in both the production and the disruption of educational inequities.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Catherine Kramarczuk Voulgarides","offers":[{"title":"Default Title","offer_id":43037237510246,"sku":"9780807759028","price":86.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807759028.jpg?v=1755866974"},{"product_id":"teaching-for-inclusion_9780807775622","title":"Teaching for Inclusion","description":"\u003cp\u003e\u003ci\u003eTeaching for Inclusion\u003c\/i\u003e shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. 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Highly recommended.\" —Choice\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis \u003cb\u003e groundbreaking volume \u003c\/b\u003ebrings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. \u003c\/p\u003e\u003cp\u003eScholars examine the achievement\/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. 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Drawing from research across various education sites, the author illustrates how educators recognize the label’s potential to redress issues of equity, but warns that it can also stigmatize the students so labeled. Brown explores how the labeling and subsequent practices by teachers and schools actually affect students, such as classifying many individuals as deficient. The text provides a historical overview, discusses the role of federal education policy and teaching, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice. \u003ci\u003eAfter the \"At-Risk\" Label\u003c\/i\u003e not only challenges the education community to reorient itself to a more equitable discourse, it provides a framework for changing the structural conditions of schooling to better serve all students.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers a critical appraisal of how schools, policy, and teachers may be complicit in exacerbating conditions that lead to risk.\u003c\/li\u003e\n\u003cli\u003eShows how race and class biases might be manifested in the “at-risk” identification process.\u003c\/li\u003e\n\u003cli\u003eOutlines a framework for making sense of, and acting in response to, risk that attends to both the individual and the institution.\u003c\/li\u003e\n\u003cli\u003eProvides a set of key questions, terms, and a list of extended activities in each chapter.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Keffrelyn D. 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The text provides a historical overview, discusses the role of federal education policy and teaching, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice. \u003ci\u003eAfter the \"At-Risk\" Label\u003c\/i\u003e not only challenges the education community to reorient itself to a more equitable discourse, it provides a framework for changing the structural conditions of schooling to better serve all students.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers a critical appraisal of how schools, policy, and teachers may be complicit in exacerbating conditions that lead to risk.\u003c\/li\u003e\n\u003cli\u003eShows how race and class biases might be manifested in the “at-risk” identification process.\u003c\/li\u003e\n\u003cli\u003eOutlines a framework for making sense of, and acting in response to, risk that attends to both the individual and the institution.\u003c\/li\u003e\n\u003cli\u003eProvides a set of key questions, terms, and a list of extended activities in each chapter.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Keffrelyn D. Brown","offers":[{"title":"Default Title","offer_id":43037248520294,"sku":"9780807757017","price":43.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807757017.jpg?v=1771608160"},{"product_id":"discritdisability-studies-and-critical-race-theory-in-education_9780807773864","title":"DisCrit—Disability Studies and Critical Race Theory in Education","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003e\"DisCrit invites all of us to be more alert to, and aware of, how we exist in relationship to the many others working in educational environments.\" —H-Net Reviews in the Humanities and Social Sciences\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003e\"An excellent resource for practitioners (e.g., teachers, educational leaders) currently in education or related fields (e.g., social work, counseling), as well as graduate-level readers. Highly recommended.\" —Choice\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis \u003cb\u003e groundbreaking volume \u003c\/b\u003ebrings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. \u003c\/p\u003e\u003cp\u003eScholars examine the achievement\/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis\/ability and the capacity of law and policy to include (and exclude). \u003c\/p\u003e\u003cp\u003eReaders will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.”\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA unique exploration of the intersections of race, class, and dis\/ability. \u003c\/li\u003e\n\u003cli\u003eAn examination of the ways in which certain students come to fit into certain categories of dis\/ability.\u003c\/li\u003e\n\u003cli\u003eNew insights into longstanding problems of inequity in American education.\u003c\/li\u003e\n\u003cli\u003eCreative ways to achieve changes in theory, research, practice, and policy that will promote more socially just education systems.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"David J. 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