Cultural Relevance in Special Education: Current Status and Future Directions

Autor/inn/en	Brown, Monica R.; Dennis, June P.; Matute-Chavarria, Monique
Titel	Cultural Relevance in Special Education: Current Status and Future Directions
Quelle	In: Intervention in School and Clinic, 54 (2019) 5, S.304-310 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451218819252
Schlagwörter	Special Education; Cultural Relevance; Student Diversity; Student Needs; Minority Group Students; Disproportionate Representation; Educational Practices; Family School Relationship; Behavior Modification; Transitional Programs; Inclusion; Students with Disabilities + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Behaviour modification; Verhaltensänderung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01