2020
DOI: 10.1177/1096250620951767
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Culturally Responsive Planning, Instruction, and Reflection for Young Children With Significant Disabilities

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Cited by 8 publications
(6 citation statements)
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“…Recognition of one’s assumptions and biases can help teachers move beyond traditional assumptions of good teaching; instead, emphasize a family-centered approach that prioritizes the child and family’s needs and desires (Rivera et al, 2022). Family-centered practices allow for a deeper understanding of families’ views on disability and individualized programming and help avoid cultural stereotypes (Dunst et al, 2007; Rivera et al, 2022). For example, teachers can conduct family-centered interviews to address family priorities and goals.…”
Section: Developing and Recognizing Cultural Self-awarenessmentioning
confidence: 99%
“…Recognition of one’s assumptions and biases can help teachers move beyond traditional assumptions of good teaching; instead, emphasize a family-centered approach that prioritizes the child and family’s needs and desires (Rivera et al, 2022). Family-centered practices allow for a deeper understanding of families’ views on disability and individualized programming and help avoid cultural stereotypes (Dunst et al, 2007; Rivera et al, 2022). For example, teachers can conduct family-centered interviews to address family priorities and goals.…”
Section: Developing and Recognizing Cultural Self-awarenessmentioning
confidence: 99%
“…General education teachers may have a desire to participate in the transition process but face barriers in doing so, and may lack an understanding of how to support diverse learners in their classrooms (Walker et al, 2012 ). Furthermore, for children who are culturally and/or linguistically diverse participation, the transition process may need to include additional staff that can ensure family’s full participation and address strategies to ensure cultural responsivity (Rivera et al, 2020 ; Acar & Blasco, 2018 ).…”
Section: The Need For Collaboration Throughout the Transition To Kindergartenmentioning
confidence: 99%
“…When selecting IT books, the book elements of writing, design, and content should be considered (Saul & Dieckman, 2005) to assure that the IT is accurate and developmentally appropriate. Furthermore, author bias in relation to race, religion, class, gender, and disability should be scrutinized to assure that the IT is culturally responsive (Rivera et al, 2020; Sharma & Christ, 2017). Table 1 provides definitions of these book elements and questions to ask when selecting IT.…”
Section: Physical and Temporal Access To Itmentioning
confidence: 99%