Culturally Responsive Teaching Efficacy Beliefs of In-Service Special Education Teachers

Abstract

The professional literature has called for special education practices to be responsive to students' culture and language as well as disability (

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

“…Furthermore, many parents have difficulty communicating with school personnel due to language differences (Chu & Garcia, 2014;Torres-Burgo et al, 2010;Trainor, 2010;Zhang & Bennett, 2003). Language differences can impact the readability of education documents and school correspondence, which can be challenging for CLD parents, especially those with limited English proficiency, placing a burden on parents that has implications for due process (Geenen et al, 2001;Mandic et al, 2012).…”

“…A teacher's deficit view of parents can create barriers to parental involvement (Chu & Garcia, 2014;Kozleski et al, 2008;Lai & Vadeboncoeur, 2012;Lightfoot, 2004;Pollack, 2012;Ravindran & Myers, 2012;Zhang & Bennett, 2003). Negative attitudes exhibited by school staff can also leave CLD parents feeling alienated from school due to mistrust of the system (Brandon et al, 2010;DeGaetano, 2007;Dunst, 2002;Kozleski et al, 2008;Lightfoot, 2004).…”

Developing a Scale to Investigate In-Service Special Education Teacher Efficacy for Serving Students from Culturally and Linguistically Diverse Backgrounds

“…Although researchers (e.g., Siwatu, 2007) suggest the interface between teacher efficacy and culturally responsive teaching (CRT), the development of measures has involved predominantly general education participants and pre-service teachers (Chu, 2010;Chu & Garcia, 2014). Specifically, there was no literature regarding whether CTE beliefs may affect in-service special education teachers' CRT efficacy beliefs.…”

“…Researchers have described that efficacious teachers should apply this core CRT knowledge and skill when providing services for students who are CLD (Ford, Stuart, &Vakil, 2014;Chu & Garcia, 2014). Reflecting on two dimensions of teacher efficacy, CRT personal efficacy could be defined as teachers' perceptions of their ability to execute specific teaching practices associated with teachers who are believed to be culturally responsive, while CRT outcome efficacy could be described as teachers' perceptions that engaging in CRT practices will have positive classroom and student outcomes (Siwatu, 2007).…”

Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class

“…Other work indicates that teachers are concerned about the lack of tools or time necessary to meet the needs of diverse learners (Gándara, Maxwell-Jolly, & Driscoll, 2005). Additional studies identify teachers' feelings of being underprepared to meet the needs of EL students (Polat, 2010) including those with special needs (Chu & Garcia, 2014). While teachers are cognizant of some issues that CLD students face (i.e., cultural mismatch between home and school), they also reproduce dominant discourses in their statements of beliefs about native language use and parents' lack of involvement as hindrances to students' academic success (Shim, 2014).…”