The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 21: Culturally Responsive Teaching with Latino English Learners with Mathematics Learning Disabilities
Culturally Responsive Teaching with Latino English Learners with Mathematics Learning Disabilities
The United States leads the world in immigration and this is central to the growth and identity of the country. As an example, between 1965 and 2015, new immigrants and their families accounted for 55% of U.S. population growth (Pew Research Center, 2015). A large and increasing proportion of students in U.S. schools come from a home in which a language other than English is spoken. English learners (ELs) are students who are acquiring proficiency in English while mastering grade level academic content (National Academies of Sciences, Engineering, ...