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

Abstract

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.

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

“…States and Sweden serve students from increasingly diverse socioeconomic and cultural backgrounds and whose primary home language is not English, we must further examine pedagogy with attention toward culturally and linguistically diverse (CLD) students with IDs. These students appear to face more challenges than typical CLD peers or peers with IDs who are not CLD related to access to general education curriculum, access to services to address their unique needs, and partnerships with families (Mueller, Millian, & Lopez, 2009;Mueller, Singer, & Carranza, 2006;Rivera et al, 2016). Rivera et al (2016) identified a framework for aligning existing evidence-based practices for teaching CLD-typical students with the unique needs of CLD second language learners with IDs.…”

“…These students appear to face more challenges than typical CLD peers or peers with IDs who are not CLD related to access to general education curriculum, access to services to address their unique needs, and partnerships with families (Mueller, Millian, & Lopez, 2009;Mueller, Singer, & Carranza, 2006;Rivera et al, 2016). Rivera et al (2016) identified a framework for aligning existing evidence-based practices for teaching CLD-typical students with the unique needs of CLD second language learners with IDs. This model builds upon previous approaches that emphasize a safe learning environment, primary language support, and the use of systematic instruction (Sanford, Brown, & Turner, 2012;Sobul, 1995) but places additional emphasis on UDL, the integration of culture, multiple opportunities to respond, technology, and self-determination (Rivera et al, 2016).…”

“…Rivera et al (2016) identified a framework for aligning existing evidence-based practices for teaching CLD-typical students with the unique needs of CLD second language learners with IDs. This model builds upon previous approaches that emphasize a safe learning environment, primary language support, and the use of systematic instruction (Sanford, Brown, & Turner, 2012;Sobul, 1995) but places additional emphasis on UDL, the integration of culture, multiple opportunities to respond, technology, and self-determination (Rivera et al, 2016). Although this model was proposed to meet the unique needs of CLD students with IDs, the additional emphases are consistent with the needs of all learners in diverse general education classrooms and are consistent with evidence-based practices for inclusive teaching approaches in general education.…”

Lost in the Host: The Struggle of a Syrian Refugee Family in Urban Schools with a Child Suffering from Undiagnosed PTSD Symptoms

“…Research has also shown that it is not uncommon for CLD families to move schools because of the difficulties they experience (Rivera et al, 2016). For example, after several failed attempts to solve problems at the school and help build cultural bridges, Salma decided to move her children to a new school that better accommodated Mona and Omar's needs for individualized instruction.…”

Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners

“…Special educators who work with ELs must possess numerous competencies to meet students' languageand disability-related learning needs, including knowledge of language and linguistics, culture, individual differences, responsive instruction, and appropriate assessment, among others (Ortiz & Robertson, 2018;Rivera et al, 2016). Teachers must also be able to engage parents in their children's education; forming open and informal communication and positive relationships is especially crucial for immigrant and language-minority students (Calderón et al, 2011).…”