A Phenomenological Study of Cultural Responsiveness in Special Education
作者： Marquis Carter Grant , Kimberly M Jones-Goods
DOI:
关键词: Special education 、 Culturally responsive 、 Coursework 、 Lack of knowledge 、 Psychology 、 Pedagogy 、 Cultural dissonance 、 Teacher education 、 Psychological intervention 、 Knowledge base
摘要: The purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability understand academic needs their racially, culturally, and ethnically diverse special education students ways in which values beliefs influenced use culturally responsive practices classroom. This revealed five major reasons for disproportionate number Black as perceived by three White teachers North Carolina: (a) inadequate coursework teacher programs regarding teaching strategies effectively teach (RCED) students, (b) cultural dissonance that created a divide between (c) lack knowledge on instructional should be utilized order (d) considerations Response Interventions (RtIs) (e) disconnect home-school cultures. It is significant because findings from could add base close or eliminate achievement gap programs. Furthermore, these experiences may provide an additional opportunity local educational agencies (LEAS) examine impact RCED
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