As the number of immigrants and refugees grows in the United States, the linguistic and cultural diversity that comprises the middle grades classroom continues to increase. Given the need for resources and specific attention to linguistic and cultural strategies for these populations, this three-year ethnographic study examined the schooling experiences of young adolescent immigrant and
Diversity and Social Equity
Research Summary Introduction The numbers of deaf and hard of hearing (D/HH) students mainstreamed in classrooms today is growing (Kelman & Branco, 2009). More than 87% of D/HH students receive instruction in general education classrooms (U.S. Department of Education, 2015). Within the D/HH student population, more than 40% are students with disabilities, also referred to
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Integrating social responsibility across the content areas During middle school, students begin to strengthen their ideas and beliefs about themselves and the world around them. To become socially responsible citizens, students need the skills to explore controversial issues through various lenses, respect the ideas of others, better understand themselves, and determine how they can impact
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Growing a culture of inclusion builds bonds and improves opportunities for all students For the life of me, I cannot remember having a significant interaction in middle school with my peers who had disabilities. I’m not a particularly forgetful person; I have many memories from my small town middle school in Iowa—some good ones, some
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Helping students understand themselves so they can understand the world Allowing students to see perspectives other than their own is a critical component of transformative learning. In my current teaching environment, I get to see the results of this as students encounter other cultures through experiential travel and grapple with new perspectives in real time.
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