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Culturally responsive instruction for english language learners with learning disabilities
Michael John Orosco1, Rollanda O'Connor2
1University of California, Riverside, Riverside, CA, USA michael.orosco@ucr.edu.
Journal of Learning Disabilities
|February 15, 2013
Summary
Culturally responsive instruction is key for educating Latino English language learners (ELLs) with learning disabilities. Integrating ELLs
Area of Science:
- Special Education
- Linguistics
- Culturally Responsive Pedagogy
Background:
- English language learners (ELLs) with learning disabilities require tailored instructional approaches.
- Culturally responsive pedagogy is increasingly recognized as vital for diverse student populations.
- Urban elementary settings present unique challenges and opportunities for special education.
Purpose of the Study:
- To examine the culturally responsive instruction of a special education teacher with Latino ELLs.
- To investigate the impact of a teacher's knowledge of culturally responsive pedagogy on special education practices.
- To identify key themes in effective instruction for ELLs with learning disabilities.
Main Methods:
- Case study methodology.
- Social constructivist research framework.
- Qualitative analysis of teacher's instructional practices.
Main Results:
- Three major themes emerged: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time.
- Teacher's knowledge of culturally responsive pedagogy significantly influenced her instruction.
- Effective instruction requires integration of students' cultural and linguistic needs.
Conclusions:
- The success of special education for ELLs hinges on integrating culturally responsive instruction.
- Addressing the cultural and linguistic needs of ELLs is paramount in elementary special education.
- Further research into culturally responsive strategies for diverse learners is warranted.
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