Teacher Reflexivity and Equity Pedagogy in Inclusive Classrooms.
Saved in:
| Title: | Teacher Reflexivity and Equity Pedagogy in Inclusive Classrooms. |
|---|---|
| Authors: | Cavendish, Wendy1 (AUTHOR) wcavendish@miami.edu, Barrenechea, Ignacio1 (AUTHOR), Young, Ayanna1 (AUTHOR), Moscoso, Maria1 (AUTHOR) |
| Source: | Teaching Exceptional Children. May/Jun2026, Vol. 58 Issue 5, p282-289. 8p. |
| Subject Terms: | *Inclusive education, *Reflective teaching, *Culturally relevant education, *Educational equalization, *Individualized education programs, *Multicultural education, *Education of children with disabilities |
| Abstract: | The article focuses on the integration of culturally responsive pedagogical approaches, specifically equity pedagogy, within inclusive classrooms serving culturally and linguistically diverse (CLD) youth with disabilities. It highlights a critical reflexivity model that guides teachers through a three-step process—identifying equity-focused learning goals, implementing culturally relevant instructional strategies, and reflecting on teaching practices and student engagement—to transform standardized curricula into more relevant and empowering learning experiences. The case of Ms. Edwards, an eighth-grade inclusion teacher, exemplifies how this model can be applied using content integration, knowledge construction, and prejudice reduction to support CLD students with individualized education programs (IEPs). The article underscores the persistent disparities in educational outcomes for CLD students with disabilities and advocates for reflexive, equity-centered teaching practices as essential for fostering more equitable academic and social-emotional outcomes. [Extracted from the article] |
| Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The article focuses on the integration of culturally responsive pedagogical approaches, specifically equity pedagogy, within inclusive classrooms serving culturally and linguistically diverse (CLD) youth with disabilities. It highlights a critical reflexivity model that guides teachers through a three-step process—identifying equity-focused learning goals, implementing culturally relevant instructional strategies, and reflecting on teaching practices and student engagement—to transform standardized curricula into more relevant and empowering learning experiences. The case of Ms. Edwards, an eighth-grade inclusion teacher, exemplifies how this model can be applied using content integration, knowledge construction, and prejudice reduction to support CLD students with individualized education programs (IEPs). The article underscores the persistent disparities in educational outcomes for CLD students with disabilities and advocates for reflexive, equity-centered teaching practices as essential for fostering more equitable academic and social-emotional outcomes. [Extracted from the article] |
|---|---|
| ISSN: | 00400599 |
| DOI: | 10.1177/00400599251357953 |
