Preservice special education teacher candidates in higher education training programs are given little or no specific training in the use of basic native language or cultural academic instructional techniques to support the learning needs of students who have not reached a level of English proficiency. Preservice special education students are also not assessed for their effective level of application of culturally responsive language techniques to classroom field placement settings when working with diverse children with disabilities. The purpose of this study was to investigate the transfer of basic Spanish language culturally responsive academic math problem solving instruction strategies from the university classroom to field placements by three preservice student teachers in a special education training program in mild/moderate disabilities. This study employed an experimental single-subject multiple baseline design across subjects. Data were collected on the frequency of use of basic culturally responsive Spanish language behavior in the areas of (a) concept bridging, (b) task directional, and (c) praising language. After five sessions of explicit targeted Spanish language training all subjects significantly increased their levels of the use of the Spanish targeted language approach when teaching small groups of students in their classroom field placement settings.

This survey design study involved preservice special education service providers who were in degree seeking programs in the departments of special education, physical therapy, and occupational therapy. Participants provided views and belief structures on diversity issues identified through a review of literature, including (a) English language issues, (b) ability to have success with diverse groups, (c) service provider roles with diverse populations, and (d) the role of institutions of higher education in preparing service providers to work with diverse populations. One of the groups of participants was part of the Service Learning Mexico Project (SLMP) course and the other was a matched group of on-campus traditional students who did not participate in service learning. Our results suggest differences between the two groups which may link to future practices with students from diverse backgrounds.