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Each chapter includes \u003cb\u003eteaching tools and blueprints for collaborating with students and families\u003c\/b\u003e to best support bilingual nonspeaking learners—and all children—through expansive classroom communication. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eTeaching Beyond Spoken Words\u003c\/i\u003e includes \u003cb\u003egraphic organizers and lesson materials\u003c\/b\u003e for incorporating multimodal, multilingual communication practices into preschool, kindergarten, and elementary school classrooms and learning spaces.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCenters the communication practices of bilingual nonspeaking children to rewrite how everyone communicates in the classroom. \u003c\/li\u003e\n\u003cli\u003eOffers a roadmap for expanding perceptions of communication, bilingualism, and meaning-making to improve learning for all students and educators. \u003c\/li\u003e\n\u003cli\u003eIncludes “Teaching in Action” materials with every chapter to help readers enact communicative justice in their own learning communities and classrooms.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Lilly Padía","offers":[{"title":"Default Title","offer_id":43037193568358,"sku":"9780807783023","price":39.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807783023.jpg?v=1771608166"},{"product_id":"be-the-architect-of-your-inclusive-classroom_9780807786963","title":"Be the Architect of Your Inclusive Classroom","description":"\u003cp\u003e\u003cb\u003eThis practical book shows today’s educators how to design a sustainable classroom architecture that maximizes student engagement, learning, and belonging\u003c\/b\u003e\u003cb\u003e.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eBased on the authors’ collaborative work with K–12 public school teachers, this practical book offers an invitation to \u003cb\u003ecreate dynamic learning opportunities in classrooms designed to challenge and support \u003c\/b\u003e\u003cb\u003e\u003ci\u003eall\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e learners\u003c\/b\u003e.\u003cbr\u003eBecause teaching contexts are always unique and shifting, we cannot rely primarily upon scripts, recipes, “best practices,” and prescribed curriculum. Rather, \u003cb\u003ebased on teachers’ analysis of their own contexts\u003c\/b\u003e, the authors describe and show how today’s educators can curate strategies, curriculum, and methods to design a sustainable classroom architecture that maximizes student engagement, learning, and belonging.\u003cbr\u003eAttending to principles of culturally sustaining pedagogy, Universal Design for Learning, and “backwards design,” \u003cb\u003e\u003ci\u003eBe the Architect of Your Inclusive Classroom\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e focuses on curriculum design, classroom behavior, and building relationships with students, colleagues, families\u003c\/b\u003e\u003cb\u003e,\u003c\/b\u003e\u003cb\u003e and communities.\u003c\/b\u003e Readers will come to understand why this kind of teaching is both complex and inherently rewarding.\u003cbr\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProvides actionable tools to create classroom curriculum and practice that will improve learning and equity outcomes for all students.\u003c\/li\u003e\n\u003cli\u003eStimulates collaborative dialogue through Fearless Inventories that invite teachers to examine their own practices that promote belonging and student success.\u003c\/li\u003e\n\u003cli\u003eUses a lens of critical inclusivity, offering a bottom-up and collegial approach to designing instruction.\u003c\/li\u003e\n\u003cli\u003eFocuses on learning rather than compliance and belonging rather than ranking and sorting learners.\u003c\/li\u003e\n\u003cli\u003eIncludes numerous examples of teachers creating inclusive classrooms as central teaching points.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Celia Oyler","offers":[{"title":"Default Title","offer_id":43037197303910,"sku":"9780807786963","price":38.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786963.jpg?v=1771608187"},{"product_id":"be-the-architect-of-your-inclusive-classroom_9780807786970","title":"Be the Architect of Your Inclusive Classroom","description":"\u003cp\u003e\u003cb\u003eThis practical book shows today’s educators how to design a sustainable classroom architecture that maximizes student engagement, learning, and belonging\u003c\/b\u003e\u003cb\u003e.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eBased on the authors’ collaborative work with K–12 public school teachers, this practical book offers an invitation to \u003cb\u003ecreate dynamic learning opportunities in classrooms designed to challenge and support \u003c\/b\u003e\u003cb\u003e\u003ci\u003eall\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e learners\u003c\/b\u003e.\u003cbr\u003eBecause teaching contexts are always unique and shifting, we cannot rely primarily upon scripts, recipes, “best practices,” and prescribed curriculum. 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Rather, \u003cb\u003ebased on teachers’ analysis of their own contexts\u003c\/b\u003e, the authors describe and show how today’s educators can curate strategies, curriculum, and methods to design a sustainable classroom architecture that maximizes student engagement, learning, and belonging.\u003cbr\u003eAttending to principles of culturally sustaining pedagogy, Universal Design for Learning, and “backwards design,” \u003cb\u003e\u003ci\u003eBe the Architect of Your Inclusive Classroom\u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e focuses on curriculum design, classroom behavior, and building relationships with students, colleagues, families\u003c\/b\u003e\u003cb\u003e,\u003c\/b\u003e\u003cb\u003e and communities.\u003c\/b\u003e Readers will come to understand why this kind of teaching is both complex and inherently rewarding.\u003cbr\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProvides actionable tools to create classroom curriculum and practice that will improve learning and equity outcomes for all students.\u003c\/li\u003e\n\u003cli\u003eStimulates collaborative dialogue through Fearless Inventories that invite teachers to examine their own practices that promote belonging and student success.\u003c\/li\u003e\n\u003cli\u003eUses a lens of critical inclusivity, offering a bottom-up and collegial approach to designing instruction.\u003c\/li\u003e\n\u003cli\u003eFocuses on learning rather than compliance and belonging rather than ranking and sorting learners.\u003c\/li\u003e\n\u003cli\u003eIncludes numerous examples of teachers creating inclusive classrooms as central teaching points.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Celia Oyler","offers":[{"title":"Default Title","offer_id":43037195206758,"sku":"9780807783016","price":38.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807783016.jpg?v=1771608188"},{"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. 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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. 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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. King Thorius","offers":[{"title":"Default Title","offer_id":43037208510566,"sku":"9780807781678","price":42.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807781678.jpg?v=1771608292"},{"product_id":"equitable-and-inclusive-teaching-for-diverse-learners-with-disabilities_9780807768013","title":"Equitable and Inclusive Teaching for Diverse Learners With Disabilities","description":"\u003cp\u003eThe need for teachers who have both the knowledge and 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. 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The authors show how inclusionary practices create contexts and conditions for teachers to foster their students’ academic abilities through \u003ci\u003eauthentic cariño\u003c\/i\u003e and an ecology of care. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eElucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms. \u003c\/li\u003e\n\u003cli\u003eReveals the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services.\u003c\/li\u003e\n\u003cli\u003eProvides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biographies of learners and their families.\u003c\/li\u003e\n\u003cli\u003eSupports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic.\u003c\/li\u003e\n\u003cli\u003eExplores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Socorro G. 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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. King Thorius","offers":[{"title":"Default Title","offer_id":43037207724134,"sku":"9780807768242","price":42.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768242.jpg?v=1771608291"},{"product_id":"sustaining-disabled-youth_9780807767689","title":"Sustaining Disabled Youth","description":"\u003cp\u003e\u003cb\u003e2024 Choice Outstanding Academic Title\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAsset-based pedagogies, such as culturally relevant\/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the white curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students’ culture and identity: those related to disability. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eSustaining Disabled Youth\u003c\/i\u003e is the first book to address this deficit. It brings together a collection of work that situates disability as a key aspect of children and youth’s cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice?\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e● Provides critical insights to bring disability in conversation with asset-based pedagogies.\u003c\/li\u003e\n\u003cli\u003e● Highlights contributions of both university scholars and community activists. \u003c\/li\u003e\n\u003cli\u003e● Includes analytical and practical tools for researchers, classroom teachers, and school administrators. \u003c\/li\u003e\n\u003cli\u003e● Offers important recommendations for teacher education programs.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Federico R. 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Barnes explores connections among students, teachers, and a music therapist; broader questions about the needs of young children; and the benefits of incorporating music therapy in early childhood education and school-based autism services. In vivid narratives, readers follow individual preschoolers through their challenges and their steps toward shared attention, interpersonal interaction, and communication during music. This important book raises key issues about autism supports and therapies, and offers encouraging alternatives to prevailing educational and therapeutic methods.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChronicles the first two-year research study inside a music therapy group for preschoolers on the spectrum in a U.S. public school.\u003c\/li\u003e\n\u003cli\u003eProvides lucid personal portrayals of young children, teachers, and a music therapist.\u003c\/li\u003e\n\u003cli\u003eExplores the challenges and encouraging possibilities of helping young children through music.\u003c\/li\u003e\n\u003cli\u003eDescribes the use of picture schedules, augmentative and alternative communication devices, musical instruments, percussion rhythms, and visual and tactile materials in music sessions.\u003c\/li\u003e\n\u003cli\u003ePresents children’s engagement in vocal interplay, turn-taking, theme-and-variation exchanges, and reciprocal expressions of emotion in early childhood education.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Geoff Barnes","offers":[{"title":"Default Title","offer_id":43037212803174,"sku":"9780807781098","price":39.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807781098.jpg?v=1771608182"},{"product_id":"teaching-emergent-bilingual-students-with-disabilities_9780807781609","title":"Teaching Emergent Bilingual Students With Dis\/Abilities","description":"\u003cp\u003eGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual\/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into “boxes,” particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCombines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.\u003c\/li\u003e\n\u003cli\u003eIncludes activity invitations to help teachers create high-quality learning spaces.\u003c\/li\u003e\n\u003cli\u003eProvides sample work from diverse elementary school–aged children, as well as children’s responses to the learning activity. \u003c\/li\u003e\n\u003cli\u003eProposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Patricia Martínez-Álvarez","offers":[{"title":"Default Title","offer_id":43037209460838,"sku":"9780807781609","price":46.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807781609.jpg?v=1771608145"},{"product_id":"equitable-and-inclusive-teaching-for-diverse-learners-with-disabilities_9780807781555","title":"Equitable and Inclusive Teaching for Diverse Learners With Disabilities","description":"\u003cp\u003eThe need for teachers who have both the knowledge and 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 \u003ci\u003eauthentic cariño\u003c\/i\u003e and an ecology of care. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eElucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms. \u003c\/li\u003e\n\u003cli\u003eReveals the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services.\u003c\/li\u003e\n\u003cli\u003eProvides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biographies of learners and their families.\u003c\/li\u003e\n\u003cli\u003eSupports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic.\u003c\/li\u003e\n\u003cli\u003eExplores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Socorro G. 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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. King Thorius","offers":[{"title":"Default Title","offer_id":43037206085734,"sku":"9780807768259","price":129.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768259.jpg?v=1771608292"},{"product_id":"teaching-emergent-bilingual-students-with-disabilities_9780807768105","title":"Teaching Emergent Bilingual Students With Dis\/Abilities","description":"\u003cp\u003eGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual\/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into “boxes,” particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCombines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.\u003c\/li\u003e\n\u003cli\u003eIncludes activity invitations to help teachers create high-quality learning spaces.\u003c\/li\u003e\n\u003cli\u003eProvides sample work from diverse elementary school–aged children, as well as children’s responses to the learning activity. \u003c\/li\u003e\n\u003cli\u003eProposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Patricia Martínez-Álvarez","offers":[{"title":"Default Title","offer_id":43037211263078,"sku":"9780807768105","price":46.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768105.jpg?v=1771608144"},{"product_id":"why-are-so-many-students-of-color-in-special-education_9780807767320","title":"Why Are So Many Students of Color in Special Education?","description":"\u003cp\u003eBringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors’ previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.\u003c\/li\u003e\n\u003cli\u003eHolistic views of the referral and placement process detailing students’ trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.\u003c\/li\u003e\n\u003cli\u003eAn update on the patterns and literature related to disproportionality.\u003c\/li\u003e\n\u003cli\u003eAnalysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.\u003c\/li\u003e\n\u003cli\u003eRecommendations for changing the conceptualization of children’s learning difficulties, moving away from the presumption of children’s intrinsic deficits toward evaluations based on human variation.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Beth Harry","offers":[{"title":"Default Title","offer_id":43037213655142,"sku":"9780807767320","price":38.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767320.jpg?v=1771608192"},{"product_id":"equitable-and-inclusive-teaching-for-diverse-learners-with-disabilities_9780807768006","title":"Equitable and Inclusive Teaching for Diverse Learners With Disabilities","description":"\u003cp\u003eThe need for teachers who have both the knowledge and 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 \u003ci\u003eauthentic cariño\u003c\/i\u003e and an ecology of care. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eElucidates the challenges faced by educators and support personnel as they navigate and prioritize the needs of CLD students with disabilities in inclusive classrooms. \u003c\/li\u003e\n\u003cli\u003eReveals the outdated, politically driven, inequitable, and inconsequential educational opportunities often afforded to CLD students receiving special services.\u003c\/li\u003e\n\u003cli\u003eProvides a framework for creating learning opportunities grounded in the six principles of IDEA and the personal and academic biographies of learners and their families.\u003c\/li\u003e\n\u003cli\u003eSupports teachers and other staff to maximize four interrelated facets of the CLD student biography: sociocultural, linguistic, cognitive, and academic.\u003c\/li\u003e\n\u003cli\u003eExplores the multiple meanings of inclusion and academic engagement at the intersection of IDEA and biography-driven instruction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Socorro G. 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This book draws on the authors’ experiences as technical assistance providers with the Center for Disproportionality, coupled with the latest research findings on the causes of racial disproportionality in general and special education. \u003ci\u003eDismantling Disproportionality\u003c\/i\u003e examines four district case studies, showing how each progresses from theory to practice in delivering educational services to all students. The authors conclude that the most effective way to address disproportionality is to use a culturally responsive educational systems approach that critically engages practitioners at the intersection of beliefs, policies, procedures, and practices. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers a concrete, multipronged approach to disrupt and dismantle disproportionality in education.\u003c\/li\u003e\n\u003cli\u003eTakes a systemic approach to disproportionality that centers culturally responsive and sustaining education. \u003c\/li\u003e\n\u003cli\u003eDescribes a framework that can be used at the teacher and school building level, in teacher and leadership preparation programs, and with districts and state education agencies. \u003c\/li\u003e\n\u003cli\u003eProvides useful reflection questions, key takeaways, and tools for readers.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"María G. 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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.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExplores how students’ disabilities, race, ethnicity, and gender intersect to explain how they are negatively impacted by the overuse of suspension, expulsion, and school policing. \u003c\/li\u003e\n\u003cli\u003eFocuses on practical changes to the approaches of research, practice, and policy to remedy this long-standing problem.\u003c\/li\u003e\n\u003cli\u003ePresents an interdisciplinary approach, bringing together the expertise of scholars, attorneys, and educational practitioners to address the issues from a variety of perspectives.\u003c\/li\u003e\n\u003cli\u003eDraws 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.”\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Pamela Fenning","offers":[{"title":"Default Title","offer_id":43037214638182,"sku":"9780807766422","price":42.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807766422.jpg?v=1771608203"},{"product_id":"dismantling-disproportionality_9780807767368","title":"Dismantling Disproportionality","description":"\u003cp\u003eThis book positions disproportionality as not solely a special education issue but, rather, a broader issue of educational inequality. Disproportionality in special education parallels a persistent history of chronic socioeconomic and racial inequalities relating to the country’s history of denying educational opportunities to students of color, multilingual students, students with disabilities, and those at the intersections of these identities. This book draws on the authors’ experiences as technical assistance providers with the Center for Disproportionality, coupled with the latest research findings on the causes of racial disproportionality in general and special education. \u003ci\u003eDismantling Disproportionality\u003c\/i\u003e examines four district case studies, showing how each progresses from theory to practice in delivering educational services to all students. 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Barnes explores connections among students, teachers, and a music therapist; broader questions about the needs of young children; and the benefits of incorporating music therapy in early childhood education and school-based autism services. In vivid narratives, readers follow individual preschoolers through their challenges and their steps toward shared attention, interpersonal interaction, and communication during music. This important book raises key issues about autism supports and therapies, and offers encouraging alternatives to prevailing educational and therapeutic methods.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChronicles the first two-year research study inside a music therapy group for preschoolers on the spectrum in a U.S. public school.\u003c\/li\u003e\n\u003cli\u003eProvides lucid personal portrayals of young children, teachers, and a music therapist.\u003c\/li\u003e\n\u003cli\u003eExplores the challenges and encouraging possibilities of helping young children through music.\u003c\/li\u003e\n\u003cli\u003eDescribes the use of picture schedules, augmentative and alternative communication devices, musical instruments, percussion rhythms, and visual and tactile materials in music sessions.\u003c\/li\u003e\n\u003cli\u003ePresents children’s engagement in vocal interplay, turn-taking, theme-and-variation exchanges, and reciprocal expressions of emotion in early childhood education.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Geoff Barnes","offers":[{"title":"Default Title","offer_id":43037211623526,"sku":"9780807767085","price":39.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767085.jpg?v=1771608182"},{"product_id":"sustaining-disabled-youth_9780807767696","title":"Sustaining Disabled Youth","description":"\u003cp\u003e\u003cb\u003e2024 Choice Outstanding Academic Title\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAsset-based pedagogies, such as culturally relevant\/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the white curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students’ culture and identity: those related to disability. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eSustaining Disabled Youth\u003c\/i\u003e is the first book to address this deficit. It brings together a collection of work that situates disability as a key aspect of children and youth’s cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice?\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e● Provides critical insights to bring disability in conversation with asset-based pedagogies.\u003c\/li\u003e\n\u003cli\u003e● Highlights contributions of both university scholars and community activists. \u003c\/li\u003e\n\u003cli\u003e● Includes analytical and practical tools for researchers, classroom teachers, and school administrators. \u003c\/li\u003e\n\u003cli\u003e● Offers important recommendations for teacher education programs.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Federico R. Waitoller","offers":[{"title":"Default Title","offer_id":43037213196390,"sku":"9780807767696","price":144.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767696.jpg?v=1771608165"},{"product_id":"discrit-expanded_9780807766347","title":"DisCrit Expanded","description":"\u003cp\u003eThis sequel to the influential 2016 work \u003ci\u003eDisCrit—Disability Studies and Critical Race Theory in Education\u003c\/i\u003e 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 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? How can DisCrit be a critical friend to interrogations involving issues of citizenship, language, and more? \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExpands the discussion on DisCrit to include issues of language, citizenship, postsecondary education, and more.\u003c\/li\u003e\n\u003cli\u003ePresents a robust engagement with DisCrit that reaches across disciplines, geographies, and temporalities.\u003c\/li\u003e\n\u003cli\u003eHighlights the lived experience of people with disabilities as knowledge generators fighting against the collusive power of racism and ableism.\u003c\/li\u003e\n\u003cli\u003eRecognizes that disability is complex and multifaceted, and that Black people, Indigenous People, and other People of Color should not be bound by labels in educational experiences and throughout their lives.\u003c\/li\u003e\n\u003cli\u003eFurther 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.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Subini A. Annamma","offers":[{"title":"Default Title","offer_id":43037216637030,"sku":"9780807766347","price":44.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807766347.jpg?v=1771608228"},{"product_id":"teaching-emergent-bilingual-students-with-disabilities_9780807768112","title":"Teaching Emergent Bilingual Students With Dis\/Abilities","description":"\u003cp\u003eGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual\/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into “boxes,” particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCombines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.\u003c\/li\u003e\n\u003cli\u003eIncludes activity invitations to help teachers create high-quality learning spaces.\u003c\/li\u003e\n\u003cli\u003eProvides sample work from diverse elementary school–aged children, as well as children’s responses to the learning activity. \u003c\/li\u003e\n\u003cli\u003eProposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Patricia Martínez-Álvarez","offers":[{"title":"Default Title","offer_id":43037206642790,"sku":"9780807768112","price":141.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768112.jpg?v=1771608144"},{"product_id":"dismantling-disproportionality_9780807767375","title":"Dismantling Disproportionality","description":"\u003cp\u003eThis book positions disproportionality as not solely a special education issue but, rather, a broader issue of educational inequality. Disproportionality in special education parallels a persistent history of chronic socioeconomic and racial inequalities relating to the country’s history of denying educational opportunities to students of color, multilingual students, students with disabilities, and those at the intersections of these identities. This book draws on the authors’ experiences as technical assistance providers with the Center for Disproportionality, coupled with the latest research findings on the causes of racial disproportionality in general and special education. \u003ci\u003eDismantling Disproportionality\u003c\/i\u003e examines four district case studies, showing how each progresses from theory to practice in delivering educational services to all students. The authors conclude that the most effective way to address disproportionality is to use a culturally responsive educational systems approach that critically engages practitioners at the intersection of beliefs, policies, procedures, and practices. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers a concrete, multipronged approach to disrupt and dismantle disproportionality in education.\u003c\/li\u003e\n\u003cli\u003eTakes a systemic approach to disproportionality that centers culturally responsive and sustaining education. \u003c\/li\u003e\n\u003cli\u003eDescribes a framework that can be used at the teacher and school building level, in teacher and leadership preparation programs, and with districts and state education agencies. \u003c\/li\u003e\n\u003cli\u003eProvides useful reflection questions, key takeaways, and tools for readers.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"María G. Hernández","offers":[{"title":"Default Title","offer_id":43037207691366,"sku":"9780807767375","price":111.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767375.jpg?v=1771608158"},{"product_id":"music-therapy-with-preschool-children-on-the-autism-spectrum_9780807767092","title":"Music Therapy With Preschool Children on the Autism Spectrum","description":"\u003cp\u003eWith close to 1 million children on the autism spectrum enrolled in U.S. schools, educators need effective interventions that promote young learners’ abilities and build cohesiveness in complex classroom groups. Drawing upon video recordings from 16 months in a public preschool classroom, this book depicts the emerging relationships and abilities that develop through musical play with children on the autism spectrum. Barnes explores connections among students, teachers, and a music therapist; broader questions about the needs of young children; and the benefits of incorporating music therapy in early childhood education and school-based autism services. In vivid narratives, readers follow individual preschoolers through their challenges and their steps toward shared attention, interpersonal interaction, and communication during music. This important book raises key issues about autism supports and therapies, and offers encouraging alternatives to prevailing educational and therapeutic methods.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChronicles the first two-year research study inside a music therapy group for preschoolers on the spectrum in a U.S. public school.\u003c\/li\u003e\n\u003cli\u003eProvides lucid personal portrayals of young children, teachers, and a music therapist.\u003c\/li\u003e\n\u003cli\u003eExplores the challenges and encouraging possibilities of helping young children through music.\u003c\/li\u003e\n\u003cli\u003eDescribes the use of picture schedules, augmentative and alternative communication devices, musical instruments, percussion rhythms, and visual and tactile materials in music sessions.\u003c\/li\u003e\n\u003cli\u003ePresents children’s engagement in vocal interplay, turn-taking, theme-and-variation exchanges, and reciprocal expressions of emotion in early childhood education.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Geoff Barnes","offers":[{"title":"Default Title","offer_id":43037211951206,"sku":"9780807767092","price":120.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767092.jpg?v=1771608182"},{"product_id":"a-world-away-from-ieps_9780807780916","title":"A World Away From IEPs","description":"\u003cp\u003eStep 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. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUses the voices of people with disabilities to promote alternative ways to think about learning and behavior in special education.\u003c\/li\u003e\n\u003cli\u003ePresents 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. \u003c\/li\u003e\n\u003cli\u003eDistills important key takeaways from each case study through chapter sections of “lessons learned.”\u003c\/li\u003e\n\u003cli\u003ePromotes informed discussion of the concepts in the book with questions at the end of each chapter.\u003c\/li\u003e\n\u003cli\u003eCombines theory and practice to help readers put the concepts into action in a variety of settings with a variety of disabled students.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Erin McCloskey","offers":[{"title":"Default Title","offer_id":43037214539878,"sku":"9780807780916","price":36.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807780916.jpg?v=1771608218"},{"product_id":"sustaining-disabled-youth_9780807781395","title":"Sustaining Disabled Youth","description":"\u003cp\u003e\u003cb\u003e2024 Choice Outstanding Academic Title\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAsset-based pedagogies, such as culturally relevant\/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the white curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students’ culture and identity: those related to disability. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eSustaining Disabled Youth\u003c\/i\u003e is the first book to address this deficit. It brings together a collection of work that situates disability as a key aspect of children and youth’s cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice?\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e● Provides critical insights to bring disability in conversation with asset-based pedagogies.\u003c\/li\u003e\n\u003cli\u003e● Highlights contributions of both university scholars and community activists. \u003c\/li\u003e\n\u003cli\u003e● Includes analytical and practical tools for researchers, classroom teachers, and school administrators. \u003c\/li\u003e\n\u003cli\u003e● Offers important recommendations for teacher education programs.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Federico R. 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The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors’ previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.\u003c\/li\u003e\n\u003cli\u003eHolistic views of the referral and placement process detailing students’ trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.\u003c\/li\u003e\n\u003cli\u003eAn update on the patterns and literature related to disproportionality.\u003c\/li\u003e\n\u003cli\u003eAnalysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.\u003c\/li\u003e\n\u003cli\u003eRecommendations for changing the conceptualization of children’s learning difficulties, moving away from the presumption of children’s intrinsic deficits toward evaluations based on human variation.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Beth Harry","offers":[{"title":"Default Title","offer_id":43037215457382,"sku":"9780807767337","price":117.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767337.jpg?v=1771608192"},{"product_id":"discipline-disparities-among-students-with-disabilities_9780807766439","title":"Discipline Disparities Among Students With Disabilities","description":"\u003cp\u003eThe 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.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExplores how students’ disabilities, race, ethnicity, and gender intersect to explain how they are negatively impacted by the overuse of suspension, expulsion, and school policing. \u003c\/li\u003e\n\u003cli\u003eFocuses on practical changes to the approaches of research, practice, and policy to remedy this long-standing problem.\u003c\/li\u003e\n\u003cli\u003ePresents an interdisciplinary approach, bringing together the expertise of scholars, attorneys, and educational practitioners to address the issues from a variety of perspectives.\u003c\/li\u003e\n\u003cli\u003eDraws 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.”\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Pamela Fenning","offers":[{"title":"Default Title","offer_id":43037216669798,"sku":"9780807766439","price":129.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807766439.jpg?v=1771608203"},{"product_id":"why-are-so-many-students-of-color-in-special-education_9780807781210","title":"Why Are So Many Students of Color in Special Education?","description":"\u003cp\u003eBringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors’ previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district.\u003c\/li\u003e\n\u003cli\u003eHolistic views of the referral and placement process detailing students’ trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education.\u003c\/li\u003e\n\u003cli\u003eAn update on the patterns and literature related to disproportionality.\u003c\/li\u003e\n\u003cli\u003eAnalysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories.\u003c\/li\u003e\n\u003cli\u003eRecommendations for changing the conceptualization of children’s learning difficulties, moving away from the presumption of children’s intrinsic deficits toward evaluations based on human variation.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Beth Harry","offers":[{"title":"Default Title","offer_id":43037210280038,"sku":"9780807781210","price":38.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807781210.jpg?v=1771608193"},{"product_id":"a-world-away-from-ieps_9780807766729","title":"A World Away From IEPs","description":"\u003cp\u003eStep 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. 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