An Evaluation of Culturally Responsive Practices in Special Education Program for Preservice Educators

Abstract

Meeting the needs of students from culturally and linguistically diverse backgrounds is a serious concern that schools are facing. This article describes an evaluation of embedding culturally and linguistically diverse evidence-based practices in a master's program for teacher candidates seeking endorsement in special education. A cooperative-agreement was developed between one urban university and the U.S. Department of Education's Office of Special Education Programs (OSEP) to focus on infusing culturally and linguistically diverse evidence-based practices in a teacher preparation program. This study employed a mixed-method approach to describe the methodology, instrumentation, and progress made towards program improvements related to culturally diverse practices are discussed. Results suggest that while more opportunities for improvements to the program structure and program evaluation data collection are necessary, candidates are showing some evidence of improving skills related to culturally and linguistically diverse evidence-based practices. Although preliminary, the project methods of program revision provide helpful information for other programs on program revision and provide insight on the evaluation of program updates and interventions.

Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

“…Culturally sustaining teaching is evidence-based and values the child and family and their beliefs, attitudes, interests, knowledge, and skills, which connects teaching meaningfully to children's and families' lived experiences. Culturally sustaining teaching practices are aligned with the intensification competencies in coursework and fieldwork by having PSTs (a) examine their own culture; (b) acquire knowledge of family cultures; (c) build culturally sustaining practices; and (d) evaluate how they sustained and supported the child's cultural or linguistic expression (Beneke & Love, 2022;Scott et al, 2017).…”

The Persistent Achievement Gap in Secondary School Students

“…Teachers must be aware of the potential effects of these cultural influences on students' viewpoints, actions, and learning preferences (Hood,2022;Scott et al,2014). Because of this insight, teachers can approach their pupils with respect for their cultural identities and a desire to have meaningful interactions with them.…”

“…Cultural sensitivity goes beyond cultural awareness, yet the two are closely related. Teachers must be sensitive to cultural differences and be aware of them (Scott et al,2014). Respecting the various cultures present in the classroom requires being sensitive.…”

“…It entails avoiding gestures, expressions, or conduct that could be interpreted as disrespectful or dismissive of a student's cultural heritage. Teachers should foster an atmosphere where students feel that their cultural identities are cherished and respected in addition to being acknowledged (Scott et al,2014). Cultural sensitivity promotes the kind of rapport and trust necessary for teaching and learning to take place effectively.…”