Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports

The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices.

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Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research

Trainor

Robertson

2020

Learning Disability Quarterly

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

Peterson

Sandigo

Stoddard

et al. 2019

Rural Special Education Quarterly

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Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.

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Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports

Cited by 2 publications

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Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research

Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research

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

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