Creating Culturally Responsive and Evidence-Based Lessons for Diverse Learners With Disabilities

Abstract

Students with disabilities or who are at risk for disabilities, and from culturally and linguistically diverse backgrounds typically receive disproportionately more negative consequences in schools, including office disciplinary referrals and referrals for special education evaluation. In an effort to decrease the overrepresentation of culturally, ethnically, and racially diverse students receiving punitive disciplinary practices and inaccurate referrals for special education services, it is imperative that teachers utilize evidence-based practices and create lessons that are culturally responsive to increase the likelihood that students are engaged in instruction and not in problem behaviors. This article outlines how teachers can develop lessons that implicitly or explicitly focus on culture and incorporate key evidence-based practices for working with challenging behavior. A lesson planning tool is provided to assist teachers in their efforts to be systematic in their incorporation of discussed practices in their instruction.

How can coproduction help to deliver culturally responsive disability support? A case study from Australia

“…Cultural competence and responsiveness are terms commonly used to describe services and professionals taking account of cultural diversity. Cultural responsiveness has emerged as a preferred term, adopted in this article, because it encompasses culture as a dynamic concept, positions the preferences of people using services as the obligation to which organisations respond, and acknowledges their influence and participation (Alizadeh & Chavan, 2016;Berryman et al, 2015;Green & Stormont, 2018). Cultural competence might imply that culture is static, which risks cultural stereotypes (Gregg & Saha, 2006).…”

Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators

“…The conceptual frameworks of the PRIME and the Culturally Responsive ESL Special Education Teacher-Training (CREST) programs embrace the importance of cultural responsiveness by educators when interacting with CLDE learners and their families. A key component of the framework is the intersection of evidence-based practices and culturally responsive practices (Green & Stormont, 2018; Kourea, Gibson, & Werunga, 2018; Linan-Thompson, Lara-Martinez, & Cavazos, 2018; O’Keeffe & Medina, 2016; Thorius & Graff, 2018). According to several studies (Hoover et al, 2008; Lynch & Hanson, 2011; Obiakor, 2012), educators can become culturally responsive by increasing their awareness of their own culture as well as that of their students, by gaining knowledge of the process of acculturation and specifics of their students’ culture, and by improving skills and assessments that can assist culturally and linguistically diverse students.…”

“…Another research-supported approach to meeting the needs of students with disabilities is universal design for learning (UDL; Villa, Thousand, Nevin, & Liston, 2005). In addition, CLDE education calls for special education teachers to be trained in nonbiased identification and assessment procedures, in how to use culturally and linguistically appropriate methods and materials, and in how to work with parents of diverse cultural and linguistic backgrounds (Baca & Cervantes, 2004; Green & Stormont, 2018; Harry & Klingner, 2014; Kourea et al, 2018; Linan-Thompson et al, 2018; O’Keeffe & Medina, 2016; Salend, 2016; Thorius & Graff, 2018).…”

Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities

“…Second, to make MTSS truly preventative and supportive for students, schools should increase their scope and include faculty as a unit of focus. In current MTSS, students are the unit of focus; however, providing tiered support to staff implementing MTSS at each level and monitoring staff effectiveness and fidelity of implementation of frameworks and instruction (Green & Stormont, 2017) may help to reduce disparities within such frameworks.…”