Students' cultural and linguistic differences are often mistaken for learning and/or behavioural disabilities. On the other hand, these cultural and linguistic differences may actually mask a student's disability. Despite significant advances in the understanding of effective teaching practices for culturally and linguistically diverse (CLD) students, including limited English proficient (LEP) and English language learners (ELL), the transfer of research to practice remains elusive.
In Seven Steps to Separating Difference From Disability, Catherine Collier introduces the PRISIM process (the Pyramid of Resiliency, Instruction, Strategies Intervention, and Monitoring) for use within an RTI framework. PRISIM's seven steps ensure that diverse students with special needs are not disproportionately identified for special services and that all students with special needs have those needs met in the most appropriate manner. This book contains:
- A 7-step process for separating difference from disability within an RTI framework
- Resource materials for implementing the process
- Reproducible forms
- Recommended reading materials
- Case studies
- Self-study assessment worksheet
- Glossary.
Catherine Collier, Ph.D. has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup'ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She is active in social justice activities for culturally and linguistically diverse learners and families. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. She is currently the director of the national professional development project Curriculum Integration for Responsive, Crosscultural, Language Education (CIRCLE) at Western Washington University. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of crosscultural, multilingual, diversity, special needs issues in education.
Acknowledgments
Introduction
1. Building and Sustaining a Foundation for Learning
Our Diverse Students
Enculturation and the CLD Student
Enculturation
José Case Study
2. Establishing and Supporting Resiliency
Cognition and Language
A Brief Review of Language Acquisition Issues
Cognitive Learning Style
José Case Study
3. Instructional Intervention and Differentiated Instruction
Culture and Language
Cognitive Learning Style
Experience
Sociolinguistic Development
Acculturation
José Case Study
4. Intensive Intervention and Progress Monitoring
Asking the Right Questions
How to Use the Information
José Case Study
5. Resolution or Referral
Testing
Adaptation of Assessments
José Case Study
6. Integrated Services
Bias in Service Plans
Emotional and Behavioral Disorders
Intellectual Exceptionalities
Learning Disabilities
Integrating Special Needs and CLD Needs
José Case Study
7. Maintaining and Sustaining CLDE Programs
Service Options
Teacher Preparation
Specific Skills and Competencies for Teachers
José Case Study
Conclusion
Glossary
References
Index
Students' cultural and linguistic differences are often mistaken for learning and/or behavioural disabilities. On the other hand, these cultural and linguistic differences may actually mask a student's disability. Despite significant advances in the understanding of effective teaching practices for culturally and linguistically diverse (CLD) students, including limited English proficient (LEP) and English language learners (ELL), the transfer of research to practice remains elusive.
In Seven Steps to Separating Difference From Disability, Catherine Collier introduces the PRISIM process (the Pyramid of Resiliency, Instruction, Strategies Intervention, and Monitoring) for use within an RTI framework. PRISIM's seven steps ensure that diverse students with special needs are not disproportionately identified for special services and that all students with special needs have those needs met in the most appropriate manner. This book contains:
- A 7-step process for separating difference from disability within an RTI framework
- Resource materials for implementing the process
- Reproducible forms
- Recommended reading materials
- Case studies
- Self-study assessment worksheet
- Glossary.
Catherine Collier, Ph.D. has over 45 years experience in equity, cross-cultural, bilingual, and special education. Dr. Collier is a nationally recognized expert on diverse learners with learning and behavior needs. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yup'ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education Curriculum/Training project (BISECT), a nationally recognized effort. She is active in social justice activities for culturally and linguistically diverse learners and families. She started the first bilingual special education programs for the Navajo Nation and the White Mountain Apache. She is currently the director of the national professional development project Curriculum Integration for Responsive, Crosscultural, Language Education (CIRCLE) at Western Washington University. She works extensively with school districts on professional and program development for at-risk diverse learners. Dr. Collier provides technical assistance to university, local, and state departments of education regarding programs serving at-risk cognitively, culturally and linguistically diverse learners. She works with national organizations to provide professional development in the intersection of crosscultural, multilingual, diversity, special needs issues in education.
Acknowledgments
Introduction
1. Building and Sustaining a Foundation for Learning
Our Diverse Students
Enculturation and the CLD Student
Enculturation
José Case Study
2. Establishing and Supporting Resiliency
Cognition and Language
A Brief Review of Language Acquisition Issues
Cognitive Learning Style
José Case Study
3. Instructional Intervention and Differentiated Instruction
Culture and Language
Cognitive Learning Style
Experience
Sociolinguistic Development
Acculturation
José Case Study
4. Intensive Intervention and Progress Monitoring
Asking the Right Questions
How to Use the Information
José Case Study
5. Resolution or Referral
Testing
Adaptation of Assessments
José Case Study
6. Integrated Services
Bias in Service Plans
Emotional and Behavioral Disorders
Intellectual Exceptionalities
Learning Disabilities
Integrating Special Needs and CLD Needs
José Case Study
7. Maintaining and Sustaining CLDE Programs
Service Options
Teacher Preparation
Specific Skills and Competencies for Teachers
José Case Study
Conclusion
Glossary
References
Index
Acknowledgments
Introduction
1. Building and Sustaining a Foundation for Learning
Our Diverse Students
Enculturation and the CLD Student
Enculturation
José Case Study
2. Establishing and Supporting Resiliency
Cognition and Language
A Brief Review of Language Acquisition Issues
Cognitive Learning Style
José Case Study
3. Instructional Intervention and Differentiated Instruction
Culture and Language
Cognitive Learning Style
Experience
Sociolinguistic Development
Acculturation
José Case Study
4. Intensive Intervention and Progress Monitoring
Asking the Right Questions
How to Use the Information
José Case Study
5. Resolution or Referral
Testing
Adaptation of Assessments
José Case Study
6. Integrated Services
Bias in Service Plans
Emotional and Behavioral Disorders
Intellectual Exceptionalities
Learning Disabilities
Integrating Special Needs and CLD Needs
José Case Study
7. Maintaining and Sustaining CLDE Programs
Service Options
Teacher Preparation
Specific Skills and Competencies for Teachers
José Case Study
Conclusion
Glossary
References
Index
Learn more about Catherine Collier′s PD offerings
Catherine Collier, Ph.D. has over 45 years experience in equity,
cross-cultural, bilingual, and special education. Dr. Collier is a
nationally recognized expert on diverse learners with learning and
behavior needs. She established and directed the Chinle Valley
School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo
students with severe and multiple disabilities for the Navajo
Nation. She was the director of a teacher-training program,
Ikayurikiit Unatet for the University of Alaska for seven years,
preparing Yup’ik Eskimo paraprofessionals for certification as
bilingual preschool, elementary, and special educators. She was an
itinerant (diagnostician/special education) for Child Find in
remote villages in Alaska. For eight years, Dr. Collier worked with
the BUENO Center for Multicultural Education, Research, and
Evaluation at the University of Colorado, Boulder, where she
created and directed the Bilingual Special Education
Curriculum/Training project (BISECT), a nationally recognized
effort. She is active in social justice activities for culturally
and linguistically diverse learners and families. She started the
first bilingual special education programs for the Navajo Nation
and the White Mountain Apache. She is currently the director of the
national professional development project Curriculum Integration
for Responsive, Crosscultural, Language Education (CIRCLE) at
Western Washington University. She works extensively with school
districts on professional and program development for at-risk
diverse learners. Dr. Collier provides technical assistance to
university, local, and state departments of education regarding
programs serving at-risk cognitively, culturally and linguistically
diverse learners. She works with national organizations to provide
professional development in the intersection of crosscultural,
multilingual, diversity, special needs issues in education.
“The book is particularly useful to educators because it offers
in-depth information about the influence of language and cultural
differences. This helpful resource also outlines school-aged
children′s and adolescents′ response to acculturation based on
educators’ perceptions and expectations of these individuals’
school success.”
*Joyce Williams Bergin, Professor and Assistant Dean, College of
Education*
“This book is timely and an important resource for all schools with
diverse populations to have in their professional libraries and in
their Child Study Team rooms. This book would also be a complete
text to use in an ESOL certification class devoted to planning
interventions for students of concern.”
*Karen Kozy-Landress, Speech/Language Pathologist*
“This is a complete guide for practitioners. I would be able to
pick up the book and determine my child′s stage in the study team
process and where we should go next. Each step in the book stands
alone as a reference.”
*Margarete Couture, Principal*
“This book offers a detailed, easy-to-follow approach to
determining the needs of students who are having difficulty
learning, including assessments and interventions. I am putting the
knowledge I obtained to good use, and will continue to use it as a
reference."
*Kay Kuenzl-Stenerson, Literacy Coach*
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