Most educators do not speak the language or share the culture of immigrants, especially immigrant students with disabilities (ISWD) and their families, hampering their ability to understand and respond to students' needs and making schools unable to fulfill promises of educational equity. This inequity often leads to poverty and frustration, making academic success challenging to achieve and, therefore, preventing them from living independently. Through analysis of empirical research, this qualitative narrative study describes insight gained from stories of five ISWD, which echoed the need for cultural responsiveness and a linguistic competency roadmap and supportive pathways for ISWD within the USA and other Western countries. The purpose of this study is to build a case for the implementation of a cultural communication roadmap for both educators and affected new immigrant populations. First, the implications for this study are discussed, followed by recommendations for research that will lead to evidence-based practices.
Ghana has many interventions or systems to eradicate poverty among vulnerable people, especially those with disabilities. Ghana's Parliament launched the Social Protection Program in conformity with the United Nations Convention on the Right of People with Disabilities (UNCRPD) as well as the Disability Law of Ghana. One of these programs is the Social Protection Program, under which rehabilitation and RLG ICT training of People with Disabilities (PWDs) have been implemented in the classroom. The main goal of this program is to educate PWDs, granting them employable skills and thereby enabling them to become independent citizens. This chapter, which is related to one of the recommended topics, “Issues and Challenges of Digital Tools and Applications in the Classroom,” draws on and employs a phenomenological approach to confirm the lack of culturally responsiveness of technology to the Ghanaian disability community. Participants indicated they were disconnected from the program because the technological devices were foreign and not connected to their indigenous culture.
Ghana has many interventions or systems to eradicate poverty among vulnerable people, especially those with disabilities. Ghana's Parliament launched the Social Protection Program in conformity with the United Nations Convention on the Right of People with Disabilities (UNCRPD) as well as the Disability Law of Ghana. One of these programs is the Social Protection Program, under which rehabilitation and RLG ICT training of People with Disabilities (PWDs) have been implemented in the classroom. The main goal of this program is to educate PWDs, granting them employable skills and thereby enabling them to become independent citizens. This chapter, which is related to one of the recommended topics, “Issues and Challenges of Digital Tools and Applications in the Classroom,” draws on and employs a phenomenological approach to confirm the lack of culturally responsiveness of technology to the Ghanaian disability community. Participants indicated they were disconnected from the program because the technological devices were foreign and not connected to their indigenous culture.
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