Department
Inclusive Education
Document Type
Article
Publication Date
2021
Embargo Period
10-7-2023
Abstract
Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in spe- cial education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence-based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence-based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article.
Journal Title
Learning Disabilities Research & Practice
Digital Object Identifier (DOI)
10.1111/ldrp.12240
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Special Education and Teaching Commons