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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ455730
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0014-4029
Culturally Sensitive Instructional Practices for African-American Learners with Disabilities.
Franklin, Mary E.
Exceptional Children, v59 n2 p115-22 Oct-Nov 1992
This paper discusses six theoretical assumptions about effective instructional practices for culturally and linguistically diverse learners; literature on African-American cultural practices, interests, and cognitive styles; attitudes, perceptions, and instructional practices of effective teachers of African-American students with disabilities; and patterns of teacher-student and peer group interactions that promote high academic achievement. (Author/JDD)
Descriptors: Academic Achievement, Black Culture, Black Students, Cognitive Style, Cultural Awareness, Cultural Differences, Disabilities, Educational Theories, Elementary Secondary Education, Instructional Effectiveness, Language Handicaps, Peer Relationship, Student Interests, Teacher Attitudes, Teacher Effectiveness, Teacher Student Relationship, Teaching Methods
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: African Americans
Note: Special Issue: Issues in the Education of African-American Youth in Special Education Settings.