Socorro G. Herrera is a professor of curriculum and instruction and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University.Diane Rodriguez is a professor and associate dean in the Graduate School of Education at Fordham University.Robin M. Cabral is an educational consultant with a background in district-level administration, bilingual speech language pathology, special education, literacy, assessment, and intervention development.Melissa A. Holmes is associate director of CIMA.

• ContentsForeword  ixAcknowledgments  xiiiIntroduction  1Part I. Historically Centering the Student Through IDEA1.  Searching for Coal in a Gold Mine: Overlooking the Multifaceted Assets of the Learner  7In Search of Answers  7Beyond a Deficit Perspective: Exploring Gaps in Systems  9The Foundation of an Asset-Driven Agenda  10Conclusion  122.  Setting the Stage for Cognitive and Socioemotional Resilience: Reflecting on the Intersection of Policy and Systems  14IDEA: With the Best of Intentions . . . Have We Arrived?  14Response to Intervention: Moving Beyond Reductionistic Exercises  19Biography: Noticing and Documenting Learner Potential  22Conclusion  23Part II. Applying Biography-Driven Practices in Inclusive Classrooms3.  A Biography-Driven Individualized Educational Plan  27Moving Beyond Good Intentions Toward Documentable Impact  28Redefining Possibilities Through Equitable Instructional Delivery  33Creating Conditions and Situations for CLD Learners to Thrive  34"My Teacher Made Me Smart"  40Teachers Who See, Teachers Who Know: Observation, Facilitation, and Affirmation  41Building Blocks: Equity and Authentic Cariño  42Conclusion  434.  Enriching Opportunities to Learn Through Collaborative Interaction  44From "Me" to "We": Community Processes and Shared Products  45Maximizing Joint Productive Activity to Respond to the Whole Child  46Fostering Joint Productive Activity Through i+TpsI  52Using BDI Strategies to Guide Interactional Processes  53Conclusion  575.  Creating Contexts and Conditions for an Inclusive Community Through Classroom Talk  58Catalyzing Learning Through Community: Caring and Learning in Action  59Beginning With Biographies: Equity Begins With "i"  60Situationally Speaking: The Ebb and Flow of Reciprocal Talk  63Collaboration: Affirmation as Equity  66Agency "I": Context, Conditions, and Situations  67Conclusion  68Part III. Reimagining Equity for All Learners6.  Real-Life Language Development: A Bridge for Inclusive Classrooms  71BDI as Treatment Context  72Conclusion  837.  The Power of BDI for Students With Low-Incidence Disabilities  85What's in the Label: Categorizing the Contradictions  85Social Model of Disability, UDL, and BDI  89Conclusion  908.  Reframing Our Thoughts and Actions Through an Exceptional BDI Foundation: A Call to Action  93With Dr. Natasha Reyes and Dr. Leonard Steen  Exploring Perspectives of Referring Teachers  95Examining Practices and Perspectives of Child Study Teams  96The Elephant in the Process  98Conclusion  105Glossary  109Appendix A: Overview of Select BDI Strategies  114Appendix B: Template for Biography-Driven Goal Development Tool  116References  117Index  124About the Authors  129

Socorro G. Herrera is a professor of curriculum and instruction and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University.Diane Rodriguez is a professor and associate dean in the Graduate School of Education at Fordham University.Robin M. Cabral is an educational consultant with a background in district-level administration, bilingual speech language pathology, special education, literacy, assessment, and intervention development.Melissa A. Holmes is associate director of CIMA.

• ContentsForeword  ixAcknowledgments  xiiiIntroduction  1Part I. Historically Centering the Student Through IDEA1.  Searching for Coal in a Gold Mine: Overlooking the Multifaceted Assets of the Learner  7In Search of Answers  7Beyond a Deficit Perspective: Exploring Gaps in Systems  9The Foundation of an Asset-Driven Agenda  10Conclusion  122.  Setting the Stage for Cognitive and Socioemotional Resilience: Reflecting on the Intersection of Policy and Systems  14IDEA: With the Best of Intentions . . . Have We Arrived?  14Response to Intervention: Moving Beyond Reductionistic Exercises  19Biography: Noticing and Documenting Learner Potential  22Conclusion  23Part II. Applying Biography-Driven Practices in Inclusive Classrooms3.  A Biography-Driven Individualized Educational Plan  27Moving Beyond Good Intentions Toward Documentable Impact  28Redefining Possibilities Through Equitable Instructional Delivery  33Creating Conditions and Situations for CLD Learners to Thrive  34"My Teacher Made Me Smart"  40Teachers Who See, Teachers Who Know: Observation, Facilitation, and Affirmation  41Building Blocks: Equity and Authentic Cariño  42Conclusion  434.  Enriching Opportunities to Learn Through Collaborative Interaction  44From "Me" to "We": Community Processes and Shared Products  45Maximizing Joint Productive Activity to Respond to the Whole Child  46Fostering Joint Productive Activity Through i+TpsI  52Using BDI Strategies to Guide Interactional Processes  53Conclusion  575.  Creating Contexts and Conditions for an Inclusive Community Through Classroom Talk  58Catalyzing Learning Through Community: Caring and Learning in Action  59Beginning With Biographies: Equity Begins With "i"  60Situationally Speaking: The Ebb and Flow of Reciprocal Talk  63Collaboration: Affirmation as Equity  66Agency "I": Context, Conditions, and Situations  67Conclusion  68Part III. Reimagining Equity for All Learners6.  Real-Life Language Development: A Bridge for Inclusive Classrooms  71BDI as Treatment Context  72Conclusion  837.  The Power of BDI for Students With Low-Incidence Disabilities  85What's in the Label: Categorizing the Contradictions  85Social Model of Disability, UDL, and BDI  89Conclusion  908.  Reframing Our Thoughts and Actions Through an Exceptional BDI Foundation: A Call to Action  93With Dr. Natasha Reyes and Dr. Leonard Steen  Exploring Perspectives of Referring Teachers  95Examining Practices and Perspectives of Child Study Teams  96The Elephant in the Process  98Conclusion  105Glossary  109Appendix A: Overview of Select BDI Strategies  114Appendix B: Template for Biography-Driven Goal Development Tool  116References  117Index  124About the Authors  129