LEADER 03772nam 2200517 450 001 9910811718603321 005 20190313074316.0 010 $a1-4758-3706-2 035 $a(CKB)4100000007178139 035 $a(MiAaPQ)EBC5603587 035 $a(OCoLC)107648605 035 $a(EXLCZ)994100000007178139 100 $a20190228h20192019 uy 0 101 0 $aeng 135 $aurcn#nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDisability and world language learning $einclusive teaching for diverse learners /$fSally S. Scott and Wade A. Edwards 210 1$aLanham, Maryland :$cRowman & Littlefield,$d[2019] 210 4$dİ2019 215 $a1 online resource (xviii, 121 pages) 311 $a1-4758-3704-6 311 $a1-4758-3705-4 320 $aIncludes bibliographical references (pages 115-116) and index. 327 $a1. Disability, student diversity, and inclusive teaching -- 2. Setting the stage for an inclusive language learning classroom -- 3. In the classroom -- 4. Assessment of student learning -- 5. Getting started -- 6. Conclusions. 330 $aThe release of a report by the Modern Language Association, ?Foreign Languages and Higher Education: New Structures for a Changed World,? focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued ?Diversity and Inclusion in Language Programs,? a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors - adjunct faculty, long-time instructors, and graduate assistants alike - confronting a changing and diversifying world language classroom. 606 $aLanguages, Modern$xStudy and teaching (Higher) 606 $aPeople with disabilities$xEducation (Higher) 606 $aCollege students with disabilities 606 $aInclusive education 615 0$aLanguages, Modern$xStudy and teaching (Higher) 615 0$aPeople with disabilities$xEducation (Higher) 615 0$aCollege students with disabilities. 615 0$aInclusive education. 676 $a418.0071/1 700 $aScott$b Sally$f1959-,$01638746 702 $aEdwards$b Wade$f1969-, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 801 2$bAuAdUSA 906 $aBOOK 912 $a9910811718603321 996 $aDisability and world language learning$93981388 997 $aUNINA