Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities

Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities

Soraya Fallah (California State University, Northridge, USA), Bronte Reynolds (California Lutheran University, USA) and Wendy Murawski (California State University, Northridge, USA)
Indexed In: PsycINFO®
Release Date: January, 2020|Copyright: © 2020 |Pages: 337
DOI: 10.4018/978-1-7998-2069-7
ISBN13: 9781799820697|ISBN10: 1799820696|EISBN13: 9781799820710|ISBN13 Softcover: 9781799820703
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Description & Coverage
Description:

When children with learning challenges are identified, the educational community in the United States diligently applies a well-established model of remediation that has, for the most part, yielded positive results. Research, however, has demonstrated that the American perception of disability may vary from those in Eastern cultures. These cultural differences can play a significant role in the failure to achieve learning success on behalf of children from the Middle East, North Africa, and Southwest Asian (MENASWA) families. It is critical for the school community to recognize and acknowledge these differences and bring them into alignment in order to meet these students’ learning needs.

Learning Challenges for Culturally and Linguistically Diverse (CLD) Students With Disabilities is an essential reference publication that identifies ways in which CLD families can be involved with schools to help build educators’ cultural competence and explores the idea of disabilities as a social model with a focus on strengths rather than a medical model focused on needs and weaknesses. Featuring coverage on a wide range of topics including racial identity, leadership wisdom, and family-school collaboration, this book is ideally designed for educators, principals, administrators, curriculum developers, instructional designers, policymakers, advocates, researchers, academicians, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Bio-Ecology Model
  • Cultural Diversity
  • Family/School Collaboration
  • Human Development
  • Immigration
  • Leadership Wisdom
  • Linguistic Diversity
  • Racial Identity
  • Special Education
  • Teacher Education
  • Traumatic Experiences
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Editor/Author Biographies

Soraya Fallah, Ed. D, studied Educational Leadership and Policy Studies, earning her Doctoral Degree from CSUN. She is familiar with the treatment of individuals with disabilities in education and issues around educating culturally and linguistically diverse (CLD) students, both professionally and personally. As a scholar, Soraya conducted one of the first rigorous national studies on immigrant families of children with disabilities. Dr. Fallah is a published author of books, peer-reviewed journals, literature reviews, and other professional works, and a regular commentator on TV and radio broadcasts. Soraya combines activism with academia to give voice to underprivileged populations. She is established and working with many nonprofit organizations in advancement of women and human rights. She is one of the founding members and first ambassador of UNWomen-USA, LA. She is the co-president and Advocacy Chair of UNASUA-SFV chapter. Dr. Fallah has been working as a social worker and supervisor in numerous community-based services for the past 17 years. She has helped many immigrants from culturally and linguistically diverse communities and has served hundreds of individuals around the world. She worked with CSUN’s Center for Teaching and Learning (CTL) as a research assistant and is currently an associate at 2Teach, LLC. Soraya is the recipient of multiple awards for her international and national projects and dedications.

Bronte H. Reynolds, Ed. D, received his Bachelor’s and Master’s Degrees from San Francisco State University and his Doctorate from the University of Southern California. He has served as an educational professional for fifty-three years; as teacher, school principal, school district superintendent, university professor, and department chair. Leadership in education is his specialty, which is reflected in numerous articles and presentations relating to the role of the school principal, including the dispositions of effective institutional leadership, hiring practices, meeting the needs of special needs students in the school environment, the impact of collective bargaining on classroom instruction, and the management of fiscal resources for public schools in California. His 30 years as a school district superintendent in three California school districts included his direct involvement in the design and construction of schools, the redistricting of school and district boundaries, managing multi-million dollar budgets, and leading in the effort to address change related to state and federal standards for curriculum and instruction.

During his fourteen-year tenure as professor at California State University in Northridge, California, Dr. Reynolds taught institutional leadership, served as Department Chair, and led a team of colleagues in collaborating with the College of Extended Learning in providing the Educational Leadership and Policies Studies (ELPS) Program online. He currently serves as adjunct faculty at California Lutheran University.

Wendy W. Murawski, Ph.D., is one of the nation’s top experts in co-teaching. Her research, publications, and presentations have been used nationally and internationally to help schools become more inclusive through the use of collaborative teaching. A former general and special educator herself, Dr. Murawski is currently the Executive Director and Eisner Endowed Chair of the Center for Teaching & Learning at California State University, Northridge. Dr. Murawski has won national awards for her research and articles on co-teaching, and has written and edited 12 books on best practices in education & co-teaching. She is a frequently requested keynote speaker at events. Her high-energy, humorous presentations present substantive, research-based content in a practical, accessible manner.

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