Multidisciplinary Collaboration to Support Struggling Readers: Centering Culture in Concerns About Process and Outcomes

Abstract

Our commentary responds to the five articles of the special issue on multidisciplinary collaboration to support struggling readers. From our perspectives informed by experiences working with diverse student and family populations in urban settings, preparing pre- and in-service educators and specialists to do the same, and working in federally funded technical assistance and dissemination centers focused on equity issues in general and special education, we highlight themes and raise issues across the articles. Accordingly, we discuss learning to read in the broader context of literacy acquisition, and examine issues of effectiveness, power, and privilege within consultative and collaborative professional relationships aimed at addressing diverse learners' reading capacities and outcomes.

Additional information

Notes on contributors

Kathleen A. King Thorius

Kathleen A. King Thorius, PhD, is an Assistant Professor of Special Education and Principal Investigator of the Great Lakes Equity Center, both at Indiana University's School of Education at Indiana University Purdue University Indianapolis (IUPUI). Dr. King Thorius's research is concerned with educational access, participation, and outcomes for students, with particular attention to the ways in which systemic factors, including educational policy and educator practices, converge in classrooms to shape the experiences of underrepresented students, including those with disabilities.

Marsha Simon

Marsha Simon, PhD, brings to bear more than 25 years of experience in K-12 educational settings as a special education teacher, school improvement specialist and site administrator. Dr. Simon currently works as the Assistant Director of Technical Assistance and Professional Learning for the Great Lakes Equity Center—a U.S. Department of Education Equity Assistance Center located at Indiana University Purdue University Indianapolis (IUPUI)—where she provides strategic direction for technical assistance to local and state agencies in Indiana, Illinois, Michigan, Minnesota, Ohio, and Wisconsin.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.