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Supporting Learners from Culturally and Linguistically Diverse Backgrounds
| Content Provider | Scilit |
|---|---|
| Author | McCray, Erica D. Linan-Thompson, Sylvia Jackson, Dia A. |
| Copyright Year | 2021 |
| Description | The United States population has become increasingly diverse in terms of race, ethnicity, culture, and language. Public school professionals are tasked with providing an equitable educational experience for students with an array of backgrounds and needs. Yet, not all students have access to effective, inclusive schools. This chapter begins by describing the diversity of students relying on schools to serve them well and a description of the teacher workforce, followed by examples from the literature demonstrating the importance of effective inclusive schools for improving long-term outcomes. In the concluding section, we describe how difficulties experienced by minoritized learners can be minimized or eliminated by: engaging families and tapping their funds of knowledge; facilitating culturally- and contextually-appropriate referral and evaluation; delivering culturally responsive instruction, intervention, and assessment; and providing equitable behavioral support. Book Name: Handbook of Effective Inclusive Elementary Schools |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781003043874-22&type=chapterpdf |
| Ending Page | 482 |
| Page Count | 24 |
| Starting Page | 459 |
| DOI | 10.4324/9781003043874-22 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2021-09-01 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Handbook of Effective Inclusive Elementary Schools Diversity Learners Behavioral Culturally Equitable Students Inclusive Schools Supporting Providing |
| Content Type | Text |
| Resource Type | Chapter |
