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

Autor/inn/en	Freeman-Green, Shaqwana; Driver, Melissa K.; Wang, Peishi; Kamuru, Jessica; Jackson, Dia
Titel	Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 36 (2021) 1, S.12-25 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freeman-Green, Shaqwana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12240
Schlagwörter	Student Diversity; Cultural Differences; Language Usage; Learning Disabilities; Students with Disabilities; Special Education; Teaching Methods; Evidence Based Practice; Mathematics Instruction; Reading Instruction; Writing Instruction + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Sprachgebrauch; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Leseunterricht; Schreibunterricht
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01