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ERIC Number: EJ898507
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1540-7969
Promoting Cultural Competencies for Teachers of Students with Significant Disabilities
Harmon, Corinne; Kasa-Hendrickson, Christi; Neal, La Vonne I.
Research and Practice for Persons with Severe Disabilities (RPSD), v34 n3-4 p137-144 2009
Providing comprehensive services to students with significant support needs is a complex and challenging endeavor because of the uniqueness of a wide range of conditions and variables that impact one or more of the functioning capacities of these students. Along with this complexity, it is necessary to fully integrate culturally responsive ideology and pedagogy within the framework of determined effective strategies and supports. This article provides a context for the application of the essential elements of cultural responsiveness and the critical skills for teachers to use in teaching diverse populations of students with significant support needs. Recommendations are made for the inclusion of these elements in teaching practices in terms of the development of a more foundational knowledge base and the implementation of culturally responsive practices within the field of special education. Implications for further research are identified to support the implementation of quality services for students with significant support needs through culturally responsive practices. (Contains 1 table.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act