Differentiating Learning Differences from Disabilities: Meeting Diverse Needs through Multi-Tiered Response to Intervention
©2009 |Pearson | Out of print
John J. Hoover, University of Colorado, Boulder
©2009 |Pearson | Out of print
This book helps educators of culturally and linguistically diverse learners gain a deeper understanding of the interrelated educational factors of culture diversity, language differences and disability characteristics in order to avoid misidentifying learning differences as learning or behavior disorders. These concepts are typically addressed individually in different university courses and inservice trainings, yet an integrated understanding of behaviors associated with culture diversity, language differences and disabilities is necessary to more clearly discern learning differences from disabilities. Understanding one area and not the other (e.g., knowing about culture or linguistic diversity but not about special education and vice versa) provides educators with less than a complete picture of diverse needs, often leading to the erroneous misinterpretation of learning or behavior disorders.
The overall purposes of this book are to: 1) assist educators to provide effective education to culturally and linguistically diverse learners at-risk within multi-level and response to intervention models; 2) avoid misinterpreting learning and cultural differences as learning or behavior disabilities through effective assessment and evidence-based interventions; and 3) develop skills for effective collaboration among special and general educators to meet the needs of diverse learners in multi-tiered settings. This is accomplished by simultaneously discussing expected and typical behaviors associated with the development of English as a second language, diverse cultural norms/values and learning/behavior disability characteristics and needs. Each chapter begins with a statement of the significance of the chapter’s content to today’s instructional environments followed by a summary overview, key topics and learner outcomes for the chapter. Each chapter concludes with suggested additional activities to support the chapter’s learner outcomes. Numerous evidence-based interventions, particularly those in reading, are provided to assist educators to meet needs in the classroom. This book also provides more than 30 reproducible forms and guides for educators and problem-solving teams to use in educating diverse learners within multi-tiered instruction and response to intervention models.
List of Forms
Chapter 1: Overview of Learning Difference and Disability Issues for Diverse Learners
Chapter 2: Multi-Tiered Instructional Programming and Response to Intervention
for Diverse Learners
Chapter 3: Characteristics of Second Language Acquisition, Cultural Diversity and
Chapter 4: Cultural Responsive Assessment
Chapter 5: Selecting and Using Culturally Responsive Assessment Practices
Chapter 6: Bringing it all together from Tier 1 through Special Education Referral:
Ecological Framework to Meet Diverse Needs
Chapter 7: Selecting and Implementing Evidence-Based Interventions
Chapter 8: Culturally Responsive Collaboration in Tiered Instruction
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John J. Hoover is currently a senior research associate and adjunct faculty in multicultural special education in the school of education at the University of Colorado at Boulder. He is a former K-12 teacher working with diverse learners with learning and behavior disorders in several states in the Midwest and Southwest US. He has also worked as an educational consultant, trainer and evaluator for numerous multicultural special education programs designed to meet diverse needs in grades K-12. He is coauthor of the 2008 text titled “Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners, and of the 3rd edition of “Curriculum Adaptations for Students with Learning and Behavior Problems: Differentiating Instruction to Meet Diverse Needs.” Over the past 30 years he has over 60 publications in multicultural and special education addressing curriculum and teaching methods, study skills and meeting the needs of diverse exceptional learners. His work both as a teacher of diverse learners with special needs and educational consultant provides a wealth of experiences to assist others to determine learning differences from disabilities.
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