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Ability Profiling and School Failure, Second Edition explores the social and contextual forces that shape the appearance of academic ability and disability and how these forces influence the perception of academic underachievement of minority students. At the book's core is the powerful case study of a competent fifth grader named Jay, an African American boy growing up in a predominantly white, rural community, who was excluded from participating in science and literacy discourses within his classroom community.

In this new edition, researcher and teacher-educator Kathleen Collins situates the story of Jay's struggle to be seen as competent within current scholarly conversations about the contextualized nature of dis/ability. In particular, she connects her work to recent research into the overrepresentation of minority students in special education, exploring the roles of situated literacies, classroom interactions, and social stereotypes in determining how some students come to be identified as "disabled." Ability Profiling and School Failure, Second Edition comprises a thorough investigation into the socially constructed nature of ability, identity, and achievement, illustrating the role of educational and social exclusion in positioning students within particular identities.

Tabla de contenidos provista por Syndetics

• Preface
• Acknowledgements
• Introduction
• Chapter 1 Sociocultural Perspectives on dis/Ability and Positioning
• Chapter 2 The boy who had something to say
• Chapter 3 He's what I would call out there
• Chapter 4 He was immediate. He was like immediate
• Chapter 5 Where's the evidence?
• Chapter 6 Jay just amazes me during this, he really does
• Chapter 7 It will be very, very difficult for him to learn how to function in the class
• Chapter 8 It's like a burst, a burst of fire
• Chapter 9 You got to hear this!
• Chapter 10 So who wrote it?
• Chapter 11 Jay, we gotta find you a group
• Chapter 12 I'm the boy who likes bugs
• Chapter 13 Do you think I'm proper?
• Chapter 14 This ain't easy!
• Chapter 15 Church is not a game!
• Chapter 16 I think that's why we became very good friends
• Chapter 17 "If you stick out, you get squashed:" Ability profiling as response to difference
• Epilogue
• Appendix
• Approaches to Inquiry, Analysis and Representation

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CHOICE Review

In this case study of a single middle school student who was identified as learning disabled, the author attempts to illustrate how the perceived academic inability of an African American student is akin to the racial profiling experienced by individuals of minority groups when they are confronted by law enforcement officers. Dismissing the long-held "deficit position" espoused by many special educators, which implies that there is "something wrong" within the child that needs to be corrected, Collins asserts that "ability profiling" contributes to the construction of disability and school failure and that an intimate relationship exists between such profiling and sociocultural factors such as the students' perceived ethnicity, class, family structure, gender, and socioeconomic status. Lengthy excerpts from interviews and classroom videos are used to illustrate how teacher expectations, both good and bad, have a direct impact on student learning. The volume is replete with references to previous research involving active teaching and learning strategies, and the author frequently notes, through verbalizations of the student and his teacher, how instructional theory is related to actual classroom practice. ^BSumming Up: Recommended. Graduate, researchers, faculty, and professionals. J. D. Neal Central Missouri State University

Notas de autor provistas por Syndetics

KATHLEEN M. COLLINS is an Assistant Professor of Language, Culture and Society and Co-Director of the Center for Disability Studies at Pennsylvania State University, University Park, USA. Her program of research aims to identify and interrupt deficit discourses surrounding children who are positioned as struggling with traditional school literacies. Kathleen is the recipient of the 2012 Ellen Brantlinger Junior Scholar Award for outstanding work within Disability Studies in Education.