ERIC Number: EJ1315722
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: N/A
Understanding Culturally Responsive Practices in Teacher Preparation: An Avenue to Address Disproportionality in Special Education
Teaching Education, v32 n4 p437-456 2021
With the rapid increase of students from culturally and linguistically diverse backgrounds bringing a shift in the landscape in today's schools, equity discourses continue to arise. For example, more than four decades of data have pointed towards the disproportionality (i.e. over- or -under-representation) of students from diverse cultural and linguistic backgrounds in special education in the United States, Europe, and beyond. As a continuous problem, there have not been enough studies exploring the state of general education teacher preparation programs and pre-service teachers' use of culturally responsive practices (CRP) within referral models for special education. Knowing that teacher preparation is a key formation period for practicing teachers' beliefs and knowledge the current study examined pre-service teachers' knowledge and skills of culturally responsive practices within pre-referral models in order to address equity issues in special education (e.g. service delivery). Results from a fully integrated mixed methods study showed to be contradictory as the rating of pre-service teachers' perceived knowledge and skills of CRP and pre-referral models to be high but their work indicated otherwise. Implications for teacher preparation programs include more in-depth learning experiences on CRP, disabilities, and engaging in equity discourses as part of pre-service teachers' preparation.
Descriptors: Student Diversity, Disproportionate Representation, Special Education, Culturally Relevant Education, Preservice Teachers, Knowledge Level, Teaching Skills, Equal Education, Teacher Education Programs, Minority Group Students, Students with Disabilities, Response to Intervention, Elementary Secondary Education, Evidence Based Practice
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A