Discussion Question #1

What is inclusive education? Discuss Section 504 in terms of students with physical and cognitive disabilities. What protections and teachers’ responsibilities are covered? How do these students qualify for services? What educational services are provided? (Vermont Department of Education, 2010)

Discussion Question #2

Why is it important to consider culturally and linguistically diverse (CLD) students? Who are culturally and linguistically diverse students? What is the prevalence of English language learners (ELLs)? Who are English language learners? Define culture. Describe multicultural education. Discuss the disproportionate representation of culturally and linguistically diverse students in special education. Describe multicultural special education. Explain considering diversity in terms of instruction, assessment, and learning environment. What are effective multicultural special education programs? Discuss the components of linguistics support, validated instructional practices, and curricular modifications. (Neuliep, 2015; Brown & Ortiz, 2014; Nieto & Bode, 2008; National Center for Education Statistics, 2014; Gollnick & Chinn, 2012; Council on Social Work Education, 2010; Klingner, Boelé, Linan-Thompson, & Rodriguez, 2014; Hernandez & Napierala, 2012; Sullivan & Bal, 2013; Orosco & Klingner, 2010, p. 278; Shealy et al., 2014; Jones & Ortiz, 2014; U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2014)

Discussion Question #3

What does it mean to be at risk? Who are students considered at risk? What conditions contribute to risk? Describe. How can risk be prevented? As a teacher, what role can you play in enhancing the education of students who are at risk? (CDF, 2012; Denton, n.d.; Starkes, 2013; Children’s Defense Fund, 2014; U.S. Department of Housing and Urban Development, 2013; National Center for Homeless Education, 2014)

Discussion Question #4

Define giftedness. In what ways can students be gifted? What characteristics are commonly associated with giftedness? How can teachers support students who are gifted? The prevalence of giftedness is presented in terms of culturally and linguistically diverse students, students with disabilities, and females. What is the importance of considering prevalence for these three unique groups of gifted students? How can teachers teach students who are gifted and talented? (Tannenbaum & Baldwin,1983; U.S. Department of Education, Office for Civil Rights, 2014; Webb, Gore, Amend, & DeVries, 2007)