Diversity Beyond Disability

2021 ◽  
pp. 167-180
Author(s):  
York Williams
Keyword(s):  
Student Achievement ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Change Agents ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
Diverse Backgrounds ◽  
Effective Delivery ◽  
Tiered Interventions

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Diversity Beyond Disability

2020 ◽  
pp. 112-129
Author(s):  
York Williams
Keyword(s):  
Student Achievement ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Change Agents ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
Diverse Backgrounds ◽  
Effective Delivery ◽  
Tiered Interventions

The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.

Considering Diversity in L2 Teacher Education

2021 ◽  
pp. 1041-1061
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

2021 ◽  
pp. 001312452110275
Author(s):  
Mina Min ◽  
Hongseok Lee ◽  
Carrie Hodge ◽  
Natalie Croxton
Keyword(s):  
Social Justice ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Comparative Method ◽  
Change Agents ◽  
Structured Interview ◽  
Influential Factors ◽  
Theory Approach ◽  
Responsive Teaching ◽  
Constant Comparative Method

Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. This study is guided by a grounded theory approach. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method. Four themes emerged from each of the research questions. Theoretical and practical implications are discussed to better support in- and pre-service teachers’ growth toward becoming social justice-oriented change agents with CRT practices.

Culturally Responsive Teaching as a Method for Teaching Students With Emotional/Behavioral Disorders in the Music Classroom

2021 ◽  
pp. 875512332110438
Author(s):  
Christina J. Sisson
Keyword(s):  
Music Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
Behavioral Disorder ◽  
Responsive Teaching ◽  
Students With Special Needs ◽  
High Expectations ◽  
Music Classroom ◽  
Mind Set

As students with special needs become increasingly mainstreamed into music classes, there is a demand for strategies to help teachers meet these students’ needs. The purpose of this review of literature was to review and synthesize the literature focused on teaching students with an emotional/behavioral disorder (EBD) in the music classroom and to explore the possibility of culturally responsive teaching (CRT) being a method of engaging students with EBDs. Using targeted database searches, I reviewed the literature on the topic of culturally relevant teaching and synthesized the results into the following categories: (a) CRT and EBD and (b) CRT and music education. Becoming a culturally responsive teacher requires becoming culturally competent, designing culturally relevant curricula, demonstrating cultural caring, building a community of learners, and maintaining high expectations for students. By incorporating this mind-set into daily teaching, music teachers should find success working with students with EBDs.

Multiculturalism in Special Education

2020 ◽  
pp. 806-821
Author(s):  
Zandile P. Nkabinde
Keyword(s):  
Special Education ◽  
Multicultural Education ◽  
Urban Schools ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Responsive Teaching ◽  
And Performance ◽  
Prior Experiences

The goal of this chapter is to explore multicultural education in the context of special education. Multicultural education as an effective intervention in urban schools is discussed. Obiakor (2007) describes this era as that of accountability where schools are challenged to leave no child behind, which makes schools more responsive to students' needs including those with special needs who are linguistically and culturally diverse. In addition, Gay (2002) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students.

Considering Diversity in L2 Teacher Education

2019 ◽  
pp. 118-138
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

Multiculturalism in Special Education

2017 ◽  
pp. 382-397
Author(s):  
Zandile P. Nkabinde
Keyword(s):  
Special Education ◽  
Multicultural Education ◽  
Urban Schools ◽  
Special Needs ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Knowledge ◽  
Responsive Teaching ◽  
And Performance ◽  
Prior Experiences

The goal of this chapter is to explore multicultural education in the context of special education. Multicultural education as an effective intervention in urban schools is discussed. Obiakor (2007) describes this era as that of accountability where schools are challenged to leave no child behind, which makes schools more responsive to students' needs including those with special needs who are linguistically and culturally diverse. In addition, Gay (2002) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students.

Sign in / Sign up

Export Citation Format

Share Document