An Introduction to Culturally Sustaining Pedagogy for Students with Sensory Disabilities

Autor/inn/en	Coleman, Monique; Kan, Dana; Bruce, Susan; Miller, Kevin; Tiggs, Susie
Titel	An Introduction to Culturally Sustaining Pedagogy for Students with Sensory Disabilities
Quelle	In: TEACHING Exceptional Children, 55 (2023) 5, S.366-375 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coleman, Monique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599221090867
Schlagwörter	Teaching Methods; Culturally Relevant Education; Deafness; Hearing Impairments; Blindness; Visual Impairments; Literacy; Cultural Differences; English (Second Language); Second Language Learning; Second Language Instruction; Student Diversity; Students with Disabilities; Race; Educational Experience; Family School Relationship; Vignettes; Self Concept; Achievement Gap; Cultural Awareness; Educational Resources + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Blindheit; Visual handicap; Sehbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rasse; Abstammung; Bildungserfahrung; Selbstkonzept; Cultural identity; Kulturelle Identität; Bildungsmittel
Abstract	The changing racial and ethnic demographics in the United States school-age population is a defining phenomenon of its educational system. Classrooms across the country are a microcosm of the expanding cultural diversity in society. This growing demographic of students of color extends to students in low-incidence disability groups: deaf or hard of hearing (DHH), blind or visually impaired (BVI), or deafblind (DB) children. A greater understanding of and responsiveness to the increasing cultural and linguistic diversity among DHH, BVI, and DB students is critical for the educators who serve them. To that end, this introductory article on culturally sustaining pedagogy (CSP) with DHH, BVI, and DB students from culturally and linguistically diverse (CLD) backgrounds (a) reviews the need for CSP, including how racial, disability, and other marginalizing identities intersect and impact the educational experiences and outcomes of these students, and (b) describes three ways educators can practice CSP in their work with these students and their families: critical self-reflection, personalized literacy, and collaborative partnerships with CLD families. Vignettes adapted from the authors' experiences as teachers and researchers illustrate instructional strategies exemplifying core CSP tenets and practices. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01