Understanding Culturally Responsive Practices in Teacher Preparation: An Avenue to Address Disproportionality in Special Education

Autor/in	Barrio, Brenda L.
Titel	Understanding Culturally Responsive Practices in Teacher Preparation: An Avenue to Address Disproportionality in Special Education
Quelle	In: Teaching Education, 32 (2021) 4, S.437-456 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrio, Brenda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2020.1796956
Schlagwörter	Student Diversity; Disproportionate Representation; Special Education; Culturally Relevant Education; Preservice Teachers; Knowledge Level; Teaching Skills; Equal Education; Teacher Education Programs; Minority Group Students; Students with Disabilities; Response to Intervention; Elementary Secondary Education; Evidence Based Practice + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	With the rapid increase of students from culturally and linguistically diverse backgrounds bringing a shift in the landscape in today's schools, equity discourses continue to arise. For example, more than four decades of data have pointed towards the disproportionality (i.e. over- or -under-representation) of students from diverse cultural and linguistic backgrounds in special education in the United States, Europe, and beyond. As a continuous problem, there have not been enough studies exploring the state of general education teacher preparation programs and pre-service teachers' use of culturally responsive practices (CRP) within referral models for special education. Knowing that teacher preparation is a key formation period for practicing teachers' beliefs and knowledge the current study examined pre-service teachers' knowledge and skills of culturally responsive practices within pre-referral models in order to address equity issues in special education (e.g. service delivery). Results from a fully integrated mixed methods study showed to be contradictory as the rating of pre-service teachers' perceived knowledge and skills of CRP and pre-referral models to be high but their work indicated otherwise. Implications for teacher preparation programs include more in-depth learning experiences on CRP, disabilities, and engaging in equity discourses as part of pre-service teachers' preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01