Back to Basics: Culturally Relevant Pedagogy in Special Education.
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| Title: | Back to Basics: Culturally Relevant Pedagogy in Special Education. |
|---|---|
| Authors: | Lavín, Carlos E., Jordan, Adam W., Francis, Grace L. |
| Source: | High School Journal. Fall2021, Vol. 105 Issue 1, p5-16. 12p. |
| Subjects: | Culturally relevant education, Special education, Special education teachers, Teacher education, Teacher educators |
| Geographic Terms: | United States |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of High School Journal is the property of University of North Carolina Press 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 156669932 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=156669932 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1353/hsj.2021.0010 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 5 Subjects: – SubjectFull: Culturally relevant education Type: general – SubjectFull: Special education Type: general – SubjectFull: Special education teachers Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Back to Basics: Culturally Relevant Pedagogy in Special Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lavín, Carlos E. – PersonEntity: Name: NameFull: Jordan, Adam W. – PersonEntity: Name: NameFull: Francis, Grace L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Fall2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00181498 Numbering: – Type: volume Value: 105 – Type: issue Value: 1 Titles: – TitleFull: High School Journal Type: main |
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