Title

Cultural Relevance in Special Education: Current Status and Future Direction

Document Type

Article

Publication Date

1-28-2019

Publication Title

Intervention in School and Clinic

First page number:

1

Last page number:

7

Abstract

Increasingly, educators have been charged with delivering academic and other instruction to groups of students who are culturally unlike themselves. What teachers know regarding the attitudes toward cultural diversity can be a powerful determinant of the academic, social, and behavioral opportunities and outcomes for students from culturally and linguistically diverse backgrounds in special education. Teachers are encouraged to integrate culturally responsive (CR) practices across the special education experience to better address the needs of these students. Typically, when included, it is in the areas of school discipline (behavior), transition, and family involvement. In this article, the authors discuss (a) the minoritization of students from culturally and linguistically diverse backgrounds, (b) the effects of forced special education (e.g., overrepresentation and disproportionality), and (c) current CR practices in special education (e.g., working with families, classroom and behavior management, and transition services). Suggestions for creating culturally sustaining and inclusive environments in special education are recommended.

Keywords

Cultural relevance; Culture sustaining; Disability; Minoritized groups; Special education

Disciplines

Special Education Administration

Language

English

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