Fortifying the Foundation: Tools for Addressing Disability Within the Multicultural Classroom

Bialka, Christa S.

doi:10.1080/15210960.2017.1335077

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…While some may consider the benefits of ability grouping to facilitate accelerated pacing of instruction [9], doing so may lead to a one-size-fits-all academic experience, rather than an environment in which, "learners are recognised in relation to their difference, rather than solely as a communalised grade cohort" [8, p. 283]. Additionally, continued practice of pullout programs for students with special needs perpetuates deficit thinking and ignores the benefits to mixed ability classrooms [4].…”

Section: Resultsmentioning

confidence: 99%

Differentiating instruction in the pre-service science education classroom

Brown

Wentworth

2021

SHS Web Conf.

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In today’s increasingly diverse classrooms, instructors must be prepared to use a variety of teaching methods in an attempt at reaching all students. Students enter the classroom with a vast array of experiences, backgrounds, and other diversity markers that can impact their perceptions and skill level in science courses. This is of particular importance in the field of teacher training, where students need to not only study innovative teaching techniques but authentically experience these techniques that are varied. The purpose of this paper is to demystify differentiated instruction in the science methods classroom and provide strategies for assessment, materials access, and activities. Throughout instruction and assessment, students are given voice, the opportunity to provide input regarding what and how they learn, and choice, the opportunity to opt for activities/assessments they find interesting, stimulating, or match their learning preferences. Finally, differentiation is a philosophy of education that not only acknowledges but celebrates diversity and differences in students. As we prepare these students to become teachers, it is imperative that students not only discuss instructional strategies but authentically experience them as well. Differentiation gives the professor the ability to be the “guide on the side” and provide the students a wider range of discussion and demonstration of common goals.

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Section: Resultsmentioning

confidence: 99%

Differentiating instruction in the pre-service science education classroom

Brown

Wentworth

2021

SHS Web Conf.

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“…Further, as other multicultural education and educational foundations scholars have urged (e.g. Blair and Deckman, 2019), engaging issues of equity and social justice should be incorporated across the preservice educator curriculum and ability should not be treated as an "add-on" (Bialka, 2017). This could entail including a critical exploration of dis/ability and ableism beyond the required course or two on "special learners," but, for example, in content area methods classes, where textbook depictions might be explored as presented in this paper.…”

Section: Discussionmentioning

confidence: 99%

“…This could entail including a critical exploration of dis/ability and ableism beyond the required course or two on "special learners," but, for example, in content area methods classes, where textbook depictions might be explored as presented in this paper. In this way, teacher education can provide an opportunity for preservice teachers to build their knowledge around the issues of access and equity perpetuated by ableist society so that they can, in turn, engage their students in this same type of learning (see Bialka, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Critical multicultural educators have argued that analyzing curricular materials for how they include and exclude groups, including how they portray dis/ability, can serve as a starting point for addressing injustice and bringing about transformation (see Compton-Lilly et al, 2019). However, there is evidence that teachers minimally engage dis/ability explicitly in their practice, likely receive little pre-service support about ableism, and could benefit from further knowledge and information (Bialka, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…An ongoing conversation in multicultural education regards meaningful inclusion of dis/ability in curricula, given the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities (Bialka, 2017; Johnson and Nieto, 2007). Critical multicultural educators have argued that analyzing curricular materials for how they include and exclude groups, including how they portray dis/ability, can serve as a starting point for addressing injustice and bringing about transformation (Compton-Lilly et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

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(Un)affirming assimilation: depictions of dis/ability in health textbooks

Deckman

Fulmer

Kirby³

et al. 2020

JME

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Purpose In light of the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities, this paper aims to contribute to the ongoing conversation within the field of multicultural education regarding how to meaningfully include dis/ability in K-12 curricula. Design/methodology/approach This paper explores how elementary and middle school health textbooks from two prominent publishers in the USA portray dis/ability through quantitative and qualitative content analysis methods of 1,468 images across texts. Findings Findings indicate that the majority of the textbook portrayals of dis/ability tacitly forward assimilationist ideals. Specifically, the textbooks assume and speak to a normatively-abled reader, pointing out those with dis/abilities as different from the reader. Additionally, mainstream or normative markers are provided as evidence of success and those with dis/abilities who have been successful as such are positioned as overcoming their limitations. Practical implications Such portrayals stifle the possibility of social transformation by reinforcing and privileging dominant, ableist views. Therefore, teachers are recommended to take steps that might counter such messages in curricular materials and teacher educators are called on to support these efforts. Originality/value This paper extends the tradition of curricular analysis as one of the first studies to examine the portrayals of dis/ability in US health textbooks and offer practical implications for educators.

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Conceptualising disability: a critical discourse analysis of a teacher education textbook

Shume

2020

International Journal of Inclusive Education

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Fortifying the Foundation: Tools for Addressing Disability Within the Multicultural Classroom

Cited by 5 publications

References 18 publications

Differentiating instruction in the pre-service science education classroom

Differentiating instruction in the pre-service science education classroom

(Un)affirming assimilation: depictions of dis/ability in health textbooks

Conceptualising disability: a critical discourse analysis of a teacher education textbook

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