A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

Autor/inn/en	Rivera, Christopher J.; Jimenez, Bree A.; Baker, Joshua N.; Spies, Tracy; Mims, Pamela J.; Ginevra, Courtade
Titel	A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability
Quelle	In: Physical Disabilities: Education and Related Services, 35 (2016) 2, S.23-48 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2372-451X
Schlagwörter	Moderate Intellectual Disability; Severe Intellectual Disability; Cultural Differences; Student Needs; Culturally Relevant Education; Quality of Life; English (Second Language); Second Language Instruction; English Language Learners; Teaching Methods; Access to Education; Educational Environment; Technology Uses in Education; Self Determination + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Lebensqualität; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbstbestimmung
Abstract	The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided. (As Provided).
Anmerkungen	Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01