scholarly journals Enhancing Self-Determination of Culturally Diverse Students With Disabilities: Current Status and Future Directions

2017 ◽  
Vol 38 (9) ◽  
Author(s):  
Dalun Zhang ◽  
Michael R. Benz
Keyword(s):  
Students With Disabilities ◽  
Culturally Diverse ◽  
Self Determination ◽  
Current Status ◽  
Diverse Students ◽  
Future Directions ◽  
Culturally Diverse Students

scholarly journals Transition Failure: The Cultural Bias of Self-Determination and the Journey to Adulthood for People with Disabilities

2009 ◽  
Vol 30 (1) ◽  
Author(s):  
Phil Smith ◽  
Christine Routel
Keyword(s):  
Students With Disabilities ◽  
Culturally Diverse ◽  
People With Disabilities ◽  
Cultural Bias ◽  
Self Determination ◽  
Community Settings ◽  
Special Education Services ◽  
Font Size ◽  
Culturally Diverse Students ◽  
Human Service Professionals

<p class="MsoBodyTextIndent" style="margin: 0in 0in 0pt; text-indent: 0in;"><span style="font-size: small;"><span style="font-family: Times New Roman;">Like other social service and educational industry processes, the transition from special education services to supports received in community settings has been commodified and reified, controlled by educational and human service professionals, meeting the needs of the industries that they represent and capitalism in general, and serving to keep people with disabilities and their families segregated and isolated. Using critical theory and disability studies approaches, this paper explores ways in which the concept of<span style="mso-spacerun: yes;">  </span>self-determination, as normatively constructed by Anglo-European professional bureaucratic structures, fails to meet the needs and rights of marginalized, culturally diverse students with disabilities and their families. Policy, funding, and practice implications for schools are explored.</span></span></p>

scholarly journals Multicultural Education: Teachers Perceptions And Preparation

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Sunita Sharma
Keyword(s):  
Multicultural Education ◽  
Culturally Diverse ◽  
Correlation Coefficients ◽  
Professional Preparation ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Teachers Perceptions ◽  
Quantitative And Qualitative Research ◽  
K 12

In this study, the researcher has explored and described K-12 school teachers’ perceptions of multicultural education and their professional preparation to teach culturally diverse students in a Northwest Florida school district. This was a descriptive study, combining quantitative and qualitative research methods. A proportionate stratified random sample of 150 K-12 teachers was used for the survey and a case study of 15 teachers for the interviews. Correlation coefficients and ANOVA results determined overall significantly low correlations between teachers’ demographics and their perceptions. Previous research and the findings from this study indicate a need for effective preparation in multicultural education for teachers of culturally diverse students.

scholarly journals Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

2021 ◽  
Author(s):  
Judith K. Bernhard
Keyword(s):  
Culturally Diverse ◽  
Educational Theory ◽  
Diverse Students ◽  
Culturally Diverse Students

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Tyrone C. Howard ◽  
Andrea C. Rodriguez-Minkoff
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Diverse Students ◽  
Professional Literature ◽  
Culturally Diverse Students ◽  
Background Context ◽  
Relevant Pedagogy

Background/Context In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.

Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

2019 ◽  
pp. 211-227
Author(s):  
Ioannis Karras ◽  
Julia A. Spinthourakis ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Culturally Diverse ◽  
Language Attitudes ◽  
Intercultural Sensitivity ◽  
Foreign Languages ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Program Of Study ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Different Populations

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

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