ISBN-10:
1506356249
ISBN-13:
9781506356242
Pub. Date:
06/21/2017
Publisher:
SAGE Publications
Culturally Proficient Inclusive Schools: All Means ALL! / Edition 1

Culturally Proficient Inclusive Schools: All Means ALL! / Edition 1

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Overview

Create inclusive educational environments that benefit ALL learners!

As schools become more diverse with students of differing abilities and needs, this self-reflective and action-oriented guide helps you create and support more inclusive schools and classrooms that intentionally educate all students. Using the Five Essential Elements of Cultural Proficiency as a roadmap, this book presents:

• Students’ learning differences as just that – differences rather than deficits

• Strategies that show you how to break though the common barriers to culturally proficient and inclusive schooling

• Assessments that gauge your awareness and show you how to best serve every student’s needs

Product Details

ISBN-13: 9781506356242
Publisher: SAGE Publications
Publication date: 06/21/2017
Edition description: New Edition
Pages: 320
Product dimensions: 7.20(w) x 9.10(h) x 0.80(d)

About the Author

Delores B. Lindsey, Ph.D., retired as Assistant Professor of Educational Administration, at California State University, San Marcos. However, she has not retired from the educational profession. Using the lens of Cultural Proficiency, Dr. Lindsey helps educational leaders examine their policies and practices, as well as their individual beliefs and values about cross-cultural communication. Delores’ message to her audiences focuses on socially just educational practices and diversity as assets to be nurtured. Dr. Lindsey coaches educators to develop their own inquiry and action research. Her favorite reflective questions are: Who are we? and Are we who we say we are? She serves schools, districts, and county offices as an Adaptive Schools Training Associate, a Cognitive Coach Training Associate, and a consultant to develop culturally proficient educators and schools. Her recent publications include A Culturally Proficient response to the common core: Ensuring equity through professional learning (2015, Lindsey, Kearney, Estrada, & Lindsey); and Culturally Proficient inclusive schools: All means all! (2018, Lindsey, Thousand, Jew & Piowlski).


Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.


Cynthia L. Jew, Ph.D. is a professor at California Lutheran University in Thousand Oaks, CA. Dr. Jew teaches in the Counselor Education program focusing on Field Experiences and School Systems as she prepares School Counselors. She is co-author of Culturally Proficient Inquiry: A Lens for Identifying and Examining Education Gaps (Corwin, 2008) and Culturally Proficient schools: All means All. (Corwin 2017) She also serves as a consultant to the Santa Clarita Valley International Charter schools focusing on the areas of Student Support and Inclusiveness. She is a Licensed Psychologist and Certified School Psychologist. She has two daughters, Kiera and Jordyn, who is Deaf and wears Cochlear Implants.


Lori R. Piowlski is an Assistant Professor in the Elementary Education Department at Minnesota State University, Mankato and is dedicated to advancing access and equity in teacher education. She received her Ph.D. from the University of Nebraska, Lincoln in Educational Administration in Higher Education. Dr. Piowlski also consults with New Knowledge United as a Subject Matter Expert in the areas of special education, English language learners, literacy, elementary education and assessment; by developing, aligning and optimizing higher education e Learning courses. Her research interests are in the areas of: preparation of cultural proficient teachers, the national ed TPA teacher performance assessment, parent engagement in schools, partnership development schools and mentoring/induction of new teachers. She serves as an ed TPA national consultant and presents frequently at national conferences. Prior to her higher education faculty roles, she worked with diverse populations as a pre-K through grade 12 elementary and special education teacher, which ignited her passion to study culturally proficient teaching. She continues to empower future teachers to celebrate their ability to execute global cultural competence, allowing them to differentiate their instruction to meet the needs of all 21st century students.

Table of Contents

Foreword
Acknowledgments
About the Authors
Part I: Commitment to ALL!
Chapter 1: What are Equity and Access Gaps? Why do They Persist?
Chapter 2: Using the Tools of Cultural Proficiency and the Vision and Practices of Inclusive Education as a Conceptual Framework
Chapter 3: Barriers to Culturally Proficient Inclusive Education
Chapter 4: Overcoming Barriers and Creating Opportunities for Learning
Part II: How to Become Inclusive Using the Five Essential Elements of Cultural Proficiency
Chapter 5: Assessing Cultural Knowledge Through Authentic and Differentiated Strategies
Chapter 6: Valuing Diversity Through Inclusiveness
Chapter 7: Managing the Dynamics of Diversity Through Collaboration, Creative Problem Solving and Conflict Management
Chapter 8: Adapting to Diversity Through Advocacy and Universal Design for Learning
Chapter 9: Institutionalizing Cultural Change
Chapter 10: Engaging in Action: When All Means All
Resource A: Book Study Guide
Resource B: Cultural Proficiency and Inclusive Schooling Books’ Essential Questions
References
Index

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