Teacher

Description

Overview:
AbstractThe purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability to understand the academic needs of their racially, culturally, and ethnically diverse special education students and the ways in which their values and beliefs influenced their use of culturally responsive practices in the special education classroom. The findings from this study are significant because they could add to the knowledge base of strategies to close or eliminate the achievement gap of racially, culturally, and ethnically diverse students in special education programs. Furthermore, these experiences may provide an additional opportunity for local educational agencies (LEAS) to examine the impact of culturally responsive teaching practices on the achievement of RCED students in the special education classroom.
Subject:
English as a Second Language, Exceptional Children, Professional Development, Special Education
Level:
Lower Primary, Upper Primary, Middle School
Material Type:
Case Study
Author:
Date Added:
06/29/2023
License:
Creative Commons Attribution Non-Commercial No Derivatives Creative Commons Attribution Non-Commercial No Derivatives
Language:
English
Media Format:
Downloadable docs

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