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2022 ◽  
Vol 6 (2) ◽  
pp. 166-180
Author(s):  
Felipe A. Filomeno ◽  
Christopher Brown

Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges immigrant students face in comparison to their native-born peers. In education for global competence, however, immigrant students’ life experiences give them a potential advantage. This study investigated whether project-based learning designed to take advantage of immigrant students’ intercultural life experiences could contribute to the development of global competence among undergraduate students. Developing and teaching a collaborative, project-based course where undergraduate students researched the intercultural experiences of their immigrant peers, researchers measured specific learning outcomes using quantitative and thematic analysis of student research papers and reflective essays. The study concluded that project-based assignments designed to take advantage of immigrant students’ intercultural experiences could yield significant contributions to the global education of immigrant and non-immigrant students alike.


2022 ◽  
Author(s):  
Bingyun Qi ◽  
Wei Chen ◽  
Xiong Dun ◽  
Xiang Hao ◽  
rui wang ◽  
...  

2022 ◽  
Vol 9 ◽  
Author(s):  
Thiébaut-Noël Willig ◽  
Vincent Henry ◽  
Jean-Claude Netter ◽  
Patrick Contis ◽  
Cécile Castro-Gutierrez ◽  
...  

Introduction: Access in France to early diagnosis and care for the most severe, but infrequent, Neurodevelopmental Disorders (NDD), autism spectrum disorder and global developmental delay, in children aged 0–7 was improved through measures implemented in 2019. However, there are no such measures for specific learning disorders (SLD), attention, motricity and language disorders (SLDD), despite their annual incidence of between 5 and 8%.Method: We describe the design of a new type of organization and financing of care for SLDD including evaluation procedure, as well as other factors, mainly at the prevention level that will contribute to local and national policy for this frequent health problem. This in response to a national call for projects, commonly called Article 51, targeted innovation in healthcare delivery and funding in the context of medium-term national reform. This provides project stakeholders with the opportunity to set up and implement “bottom-up” projects, mainly using local professionals. A joint initiative by the regional Health Authorities of the Occitanie region, the French Social Security system and a non-profit Association (Occitadys) proposed an experimental new structure of NDD care and funding.Discussion: We here discuss the design of this experiment that aims, over two to three years, to alleviate families' financial burden of care and establish a regional three-tier care system with respect to evaluation, re-education and rehabilitation care. Our approach may benefit SLDD health-care planning, and addresses the questions of prevention, early detection and care-design for families, taking local and socioeconomic disparities into account.


2022 ◽  
pp. 171-188
Author(s):  
Jessica A. Manzone ◽  
Julia L. Nyberg

The need to create culturally authentic and specific learning experiences is a call to action that all teachers must answer. Current definitions of differentiation either avoid or exclude topics of culture and race. These definitions are incomplete and must be expanded if the needs, interests, abilities, and cultural assets of gifted learners are to be addressed in a classroom. Under this expanded definition, differentiation strategies must be culturally authentic and purposefully integrated into the opportunities provided to gifted learners. It is incumbent upon teachers to reorient differentiation strategies they employ with gifted and advanced learners, so they become culturally authentic and contextually relevant. This chapter provides the reorientation of one differentiation strategy: the content imperatives. This chapter (1) defines the content imperatives, (2) demonstrates how they can be used as the catalyst for honoring the funds of knowledge that students bring into any learning experience, and (3) creates culturally-authentic access points into content for all learners.


2022 ◽  
pp. 111-137
Author(s):  
Pam L. Epler

In many college teacher preparation programs across the United States, students who want to become a general education teacher are required to take a course focused on teaching students who have disabilities. Typically, that course provides an overview of the Individuals with Disabilities Education Act and the characteristics of each of the 13 categories of disabilities. That course does not present various strategies a general education classroom teacher can use to educate these students, despite the fact that more and more disabled students are being educated in a general education classroom environment. Thus, this chapter provides resources and research-based reading, math, language arts, and social skills strategies general education teachers can utilize when educating a student with a specific learning disability in their classrooms. The resources presented in this chapter are not meant to take the place of special education teachers but to supplement practices for when they are not available.


2022 ◽  
pp. 438-452
Author(s):  
Davey Young

Considering the TESOL field's global presence, much more can be done to prepare TESOL practitioners to teach inclusively, particularly with regard for students with disabilities, and in line with international policy. This chapter begins by conceptualizing disability and inclusive education before providing an overview of concerns related to TESOL teacher training for inclusive practices. Complicating cognitive and affective factors commonly experienced by students with specific learning difficulties (SpLDs) are briefly outlined. The author then advocates for adopting a social justice definition of culture to be adopted within the field and provides three sets of discussion/reflection questions to help TESOL practitioners connect their understanding of existing models of cultural competence and language acquisition with an understanding of how students with disabilities may experience language learning. The chapter concludes by contemplating some impending challenges and potential solutions for securing inclusive education as a human right within and across the field.


2022 ◽  
pp. 1197-1216
Author(s):  
Ruixia Yan

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.


2022 ◽  
pp. 556-569
Author(s):  
Alpana Bhattacharya

This chapter provides a comprehensive overview of evidence-based word analysis approaches for promoting accurate and fluent reading of complex words by adolescents with a specific reading disability (i.e., dyslexia). First, research has been reviewed to pinpoint the characteristics and causes of dyslexia as a specific learning disability. Specifically, two theories of dyslexia, the phonological theory of dyslexia and the magnocellular theory of dyslexia, have been discussed to ascertain the causal attributes of phonological awareness deficits and auditory and visual sequencing deficits to word recognition difficulties of adolescents with dyslexia. Next, two theories of word recognition, particularly the dual-route model of word recognition and connectionist model of word recognition, have been discussed to clarify the mechanism underlying the manifestation of dyslexia and resultant difficulties with word recognition. Finally, evidence-based word analysis programs have been described as approaches for improving word reading ability of adolescents with dyslexia.


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