Culturally and linguistically diverse exceptional students : (Record no. 3244)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 05476nam a2200385Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260803094044.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 251212s2010 xx 000 0 und d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 978-1-4129-5213-2 |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | 371.9043 G76c |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Grassi, Elizabeth A. |
| 245 1# - TITLE STATEMENT | |
| Title | Culturally and linguistically diverse exceptional students : |
| Remainder of title | strategies for teaching and assessment / |
| Statement of responsibility, etc. | Elizabeth A. Grassi. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Thousand Oaks, Calif. : |
| Name of publisher, distributor, etc. | SAGE Publications, |
| Date of publication, distribution, etc. | 2010. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxvii, 399 p.: |
| Other physical details | ill. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Dimensions | 23 cm. |
| 336 ## - CONTENT TYPE | |
| Content type term | Text |
| 337 ## - MEDIA TYPE | |
| Media type term | Unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | Volume |
| 500 ## - GENERAL NOTE | |
| General note | Includes bibliographic references and index |
| 546 ## - LANGUAGE NOTE | |
| Language note | English |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Forward Preface 1. Introduction Establishing the Rationale: Demographics of Students in Our Classrooms Setting the Context: Laws That Impact Program Options for CLDE Students New Directions in Teacher Training Summary Activities for Further Understanding SECTION I: Understanding Student Backgrounds 2. Collaborating With Families Creating Relationships With CLD Families Considerations of Culture When Working With CLD Families Empowering Families Summary Activities for Further Understanding 3. Understanding Language Acquisition Interlanguage: The Journey From First Language to Second Language Proficiency Second Language Acquisition Theories Factors Affecting Second Language Acquisition Summary Activities For Further Understanding 4. Understanding Fluency Proficiency: What Does It Mean to Be "Fluent" in a Language? Cummins`s BICS and CALPS Model Canale and Swain`s Four-Part Model of Communicative Competence Summary Activities For Further Understanding Section II: Strategies for Assessment and Planning for Instruction 5. Strategies for the Assessment Process The Instruction/Assessment Cycle in Special Education Thes Eligibility Process and CLDE Students Tailoring Assessment Procedures for CLDE Students Summary Activities for Further Understanding 6. Collaboration Skills Diversifying the Concept of Collaboration Foundations of Collaboration Creating a Collaborative School Culture Co-Teaching as Collaboration Working With Paraprofessionals Summary Activities For Further Understanding 7. Planning Instruction Planning for Instruction A Philosophy of Differentiation Universal Design for Learning Application of Differentiation and UDL: Backward Design Planning Planning Pyramid for Instruction and RTI Planning and Classroom Management Summary Activities For Further Understanding 8. Culturally Relevant Pedagogy Introduction and Definitions Develop and Maintain Strong Teacher-Student Relationships Emphasize Consistent Dialogical Interaction Incorporate and Validate Space for Student Voice and Identity Make Content Relevant to All Students in the Classroom Summary Activities For Further Understanding Section III: Strategies for Content and Language Acquisition 9. Teaching Strategies: An Integrated Content-Language Approach Strategy 9.1: Making the Content Comprehensible With the 3-Way Model Strategy 9.2: Front-Loading and Emphasizing the Academic Language and Key Concepts of the Lesson Strategy 9.3: Accessing and Explicitly Teaching the Cultural and Content Schemata Needed for the Lesson Strategy 9.4: Allowing Students Time to Clarify in the First Language Strategy 9.5: Helping Students Organize and Access Academic Information: Explicit Strategy Instruction Summary Activities For Further Understanding 10. Strategies for Promoting the Participation Strategy 10.1: Creating a Comfortable Classroom Environment Strategy 10.2: Increasing Interaction in the Classroom: Heterogeneous Groupings Strategy 10.3: Encourage Extended Participation From CLDE Students Summary Activities For Further Understanding 11. Strategies for Explicit Grammar Instruction Language Errors Form-Focused Instruction Different Strategies for Teaching Grammar Summary Activities For Further Understanding Section IV: Strategies for Literacy Instruction 12. Strategies for Teaching Reading Reading Components and CLDE Students Language and Literacy Activities to Increase Background Knowledge Reading Strategy Instruction Strategies to Help Students Analyze, Organize, and Interact With the Content Summary Activities For Further Understanding 13. Strategies for Teaching the Writing Process Written Expression Challenges for Students With Special Needs Written Expression Challenges for CLDE Students Explicit Instruction of the Writing Process Example of Explicit Instruction of the Writing Process Summary Activities for Further Understanding 14. Challenges When Teaching Writing Specific Writing Challenges for CLDE Students Summary Activities For Further Understanding 15. Strategies for Written Error Correction Considerations When Correcting CLDE Student`s Writing Error Correction Summary Activities For Further Understanding |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This book critically examines current teaching and assessment practices used with culturally and linguistic diverse exceptional students |
| 591 ## - | |
| -- | 2 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | English language |
| General subdivision | Study and teaching |
| -- | Foreign speakers |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Individualized instruction |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning disabled |
| General subdivision | Education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Special education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning disabilities |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Barker, Heidi Bulmahn |
| 943 ## - EQUIVALENCE OR CROSS-REFERENCE--COLLECTIVE TITLE [OBSOLETE] [CAN/MARC only] | |
| -- | 0 |
| -- | 0 |
| Date of treaty signing | 0 |
| -- | 1 |
| Date of a work | 0 |
| Miscellaneous information | 6 |
| Medium | 0 |
| -- | 0 |
| -- | 0 |
| 944 ## - | |
| -- | 1 |
| -- | 1 |
| -- | 0 |
| 953 ## - | |
| -- | HED2436 |
| 953 ## - | |
| -- | CollLib |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Books |
| Institution code [OBSOLETE] | rizal |
| -- | 2015-04-07 23:18:18 |
| -- | rizal |
| Edition | 2015-04-07 23:18:18 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| MyRDA biblio | 3257 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | FEU - Cavite Higher Education | FEU - Cavite Higher Education | HED Library | 12/21/2025 | 371.9043 G76c | HED2436 | 06/02/2026 | 12/21/2025 | Books |