Disability and World Language Learning Inclusive Teaching for Diverse Learners
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Om bidragsyterne
Sally S. Scott is Senior Research Associate for the Association on Higher Education and Disability (AHEAD). She holds a doctorate from the University of Virginia and has over 25 years’ experience working with adolescents and young adults with a wide range of disabilities. She has published and presented nationally and internationally on issues related to inclusive teaching, college support services, and emerging disability populations. A former department chair and modern languages program coordinator, Wade Edwards is a professor of French and Associate Dean of the Cook-Cole College of Arts & Sciences at Longwood University in Virginia. His scholarship has appeared in Nineteenth-Century French Studies, Feminist Teacher, and the NECTFL Review, among other publications. He has been teaching French to students at a variety of public universities for 25 years.Scott and Edwards fill an important gap in our understanding of inclusive pedagogies for todays’ diverse population of students. The integration of dual perspectives of a faculty member and a disability service provider is what makes this book unique and a must read for educators and parents alike. Today, when many are questioning the importance and ability of students with disabilities to learn a foreign language, this book guides the reader through case studies and evidence based Universal Design for Instruction practices, to answer some of these challenging queries around diverse profiles of learners and world language learning, in secondary and postsecondary institutions.
- Manju Banerjee, vice president, educational research and innovation, director, Landmark College Institute for Research and Training,
Finally, a true-to-form guide for understanding world language students who have to deal with barriers in language learning. Inclusive should be a mainstay in the teacher’s acumen, as we all deserve the opportunity to learn, even when the learning is hard. Disability and World Language Learning meets the classroom teacher's needs by leading its users beyond just differentiated instruction.
- Dick Kuettner, romance languages and teacher education, Washington and Lee University, director, Global Discovery Laboratories,
In an academic area where it is often assumed that disability means inability, Disability and World Language Learning opens the door to success for both students and instructors. This rare, research-based collaboration between a French professor and a campus disability resources administrator demonstrates how a focus on the accessibility of student experience can both preserve the integrity of disciplinary teaching and promote student learning. The exploration and application of principles of Universal Design for Instruction in the teaching of world languages in this work can serve as a model for how those principles can be actualized in the teaching of other academic disciplines.
- Elizabeth Harrison, University of Dayton, director, Office of Learning Resources, associate director, Ryan C. Harris Learning Teaching Center,
All students can and should learn a second (or third!) language. Inclusive teaching practices help instructors anticipate and mitigate barriers for all students, not just those with disabilities. This approach has transformed the way that I teach Spanish and educate the next generation of language teachers.
- Susan Hildebrandt, Illinois State University, professor, applied linguistics and Spanish, coordinator, teacher education, ACTFL Board of Directors,