Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2021-02-21 DOI:10.1111/ldrp.12240
Shaqwana Freeman-Green, Melissa K. Driver, Peishi Wang, Jessica Kamuru, Dia Jackson
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引用次数: 5

Abstract

Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence-based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence-based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article.

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有学习障碍的CLD学生在内容领域教学中的文化持续性实践
文化和语言多样性(CLD)的学生构成了大量有学习障碍的学生,在特殊教育中所占的比例历来不成比例。为了有效地教育有学习障碍的CLD学生,教师应该在实践中结合循证教学法和文化维持教学法。这篇文章强调了在数学、阅读和写作的内容领域中,文化上维持循证实践的几个实际例子。文章对实践和今后的研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) Considering Social Validity in Special Education Research The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction
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