Using a Culturally Responsive Lens in the Revision of a Core Preparation Course

Abstract

With increasing cultural diversity in schools and in special education, teachers must be prepared to meet the needs of students from diverse backgrounds. In addition to evidence-based practices, culturally sustaining pedagogy (CSP) is critical to helping students make meaning of their learning. Therefore, teacher preparation programs must be intentional and explicit in their instruction related to CSP for teacher candidates. We describe a replicable process of course review and revision for the inclusion of CSP with an example from a core course in a special education preservice teacher licensure program. The course, Intersectionality and Disability, is a course in a newly-implemented undergraduate licensure program.