Examines contextual issues that inform how the implementation of CLD and special education law and policy translate into instructional decision-making for struggling readers. Covers how to center students at the intersection of race, language, and disability in designing and implementing accessible literacy practices. Surfaces how power is distributed within classrooms and between parents/guardians, teachers, and students to implement culturally sustaining and accessible literacy intervention programs. (Not offered 2024-25).

Prerequisite: Education 544.

.5 unit

No offerings are currently scheduled.