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As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs’ learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed.
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Research demonstrates discriminatory and inequitable practices related to students identified with (disabilities). Inequitable practices and discrimination reveal the necessity of collaboration and advocacy as an integral part of the pedagogy of professional development for members of the IEP team. Providing pre-service (or preparing) teachers simulated experiences of individualized education program (IEP) meetings can support PSTs understanding of how ableism and racism can manifest in schools, develop skills in collaborating with families, and begin to develop advocacy practices that support students that are marginalized at the intersection of their race and ability status. This chapter focuses on how to develop materials that leverage critical theoretical frameworks, provide learning experiences that mirror teacher practice in schools, and provide authentic representations of families of color to develop PSTs collaborative and advocacy practices. © 2023 by IGI Global. All rights reserved.
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"The reading problems addressed in the book move beyond those associated with disabilities such as dyslexia or high-functioning autism. The author addresses experientially based reading difficulties caused by inadequate instruction or limited exposure to academic language/literacy. Unlike other books on response to intervention (RTI), this book presents an argument for using RTI as a method of identification as well as intervention in combination with individual students' reading profiles. The case studies and practical examples cover a broad range of reading problems (not only learning disabilities) to help make research findings applicable to a multidisciplinary audience, especially practitioners"--
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The ability to write clearly and effectively is an important communication skill that is necessary for school and employment, as it is often the best way to disseminate information and ideas. Both unrecorded sign and speech are ephemeral, but writing allows the author to share an experience or idea...
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