Seven Steps to Separating Difference From Disability

By: Catherine C. Collier

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Paperback | 22 October 2010

At a Glance

Paperback
176 Pages

Age
18+

Dimensions(cm)
26.5 x 21.5 x 1

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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.

Industry Reviews

"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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