Back to Basics: Culturally Relevant Pedagogy in Special Education
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| Title: | Back to Basics: Culturally Relevant Pedagogy in Special Education |
|---|---|
| Language: | English |
| Authors: | Lavín, Carlos E. (ORCID |
| Source: | High School Journal. Fall 2021 105(1):5-16. |
| Availability: | University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: https://ed.unc.edu/high-school-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teaching Methods, Culturally Relevant Education, Special Education Teachers, Teacher Education, Teacher Education Programs, Special Education, Student Diversity, Minority Group Teachers, Disproportionate Representation, Learning Processes, Teacher Characteristics, Teacher Effectiveness, Program Development, Inclusion, Students with Disabilities, Elementary Secondary Education |
| DOI: | 10.1353/hsj.2021.0010 |
| ISSN: | 0018-1498 1534-5157 |
| Abstract: | While the student population in public education is becoming more diverse, the representation of teachers of color remains low. With over half the student population in the United States considered as non-white, and only 20% of teachers identifying as teachers of color, it is imperative to examine the ways in which education professionals are addressing teaching and learning in a way that is inclusive of culturally diverse populations. Gloria Ladson-Billings (1994) developed her culturally relevant pedagogy framework nearly 30 years ago, and though rarely discussed in special education, her approach is critically important to the field. This article calls on teacher educators to engage future special education teachers in ways that support their implementation of CRP as an ongoing framework. In order to achieve this, we focus on the effective characteristics of culturally relevant special education teachers, and on creating culturally relevant special education teacher programs in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1346012 |
| Database: | ERIC |
| Abstract: | While the student population in public education is becoming more diverse, the representation of teachers of color remains low. With over half the student population in the United States considered as non-white, and only 20% of teachers identifying as teachers of color, it is imperative to examine the ways in which education professionals are addressing teaching and learning in a way that is inclusive of culturally diverse populations. Gloria Ladson-Billings (1994) developed her culturally relevant pedagogy framework nearly 30 years ago, and though rarely discussed in special education, her approach is critically important to the field. This article calls on teacher educators to engage future special education teachers in ways that support their implementation of CRP as an ongoing framework. In order to achieve this, we focus on the effective characteristics of culturally relevant special education teachers, and on creating culturally relevant special education teacher programs in higher education. |
|---|---|
| ISSN: | 0018-1498 1534-5157 |
| DOI: | 10.1353/hsj.2021.0010 |
