Discarding the Deficit Model (ARTICLE)
The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.
Citation/Source
Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.
Publication Date 2024
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions (PDF)
Practitioner brief written for parents and teachers of culturally and linguistically diverse (CLD) students; discusses culturally and linguistically responsive prereferral interventions for preventing the disproportionate representation of CLD students in special education.
Citation/Source
Shernaz B. García and Alba A. Ortiz (2006) The Equity Alliance at Arizona State University.
Publication Date 2024
Culturally Responsive Classroom Management Strategies (PDF)
Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms.
Citation/Source
Technical Assistance Center on Disproportionality, New York University (2008).
Publication Date 2024
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners (PDF)
The tool from the National Center for Culturally Responsive Education Systems Training (NNCREST) provides an overview of how RtI can be understood and used with diverse learners. It is useful for practitioners because it offers insight into how RtI can extend beyond a policy prescription in order to truly be responsive to all learners.
Citation/Source
Esparza Brown, J., and Doolittle, J. A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Washington, DC: Office of Special Education Programs, U.S. Department of Education, 2008.
Publication Date 2024
Culturally Responsive Teaching: Theory, Research, and Practice (BOOK)
The book presents well researched theories and examples of culturally relevant pedagogy in action. The book is useful to practitioners because it provides suggestions and tools for teachers to apply CR practices to their classrooms.
Citation/Source
Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press, 2000.
Publication Date 2024
The Problem of Disproportional Representation of Students from Minority Races in Special Education (PDF)
This research study examines the effects of integrating culturally responsive instruction into a course hosted by the school of education at a institution of higher education.
Citation/Source
Othman, Lama B. 2018. “The Problem of Disproportional Representation of Students from Minority Races in Special Education.” International Journal of Special Education 33 (1): 171–183.
Publication Date 2024
Why Teachers of Color Matter for Students of Color to Succeed (Article)
This articles explains why teachers of color are important to the teaching workforce: Teachers of color force classrooms to break down negative stereotypes, help students understand and confront racism, and prepare students to live in a multicultural society.
Citation/Source
Edutopia, (2020).
Publication Date 2024
Teaching for Black Lives (Book)
Citation/Source
Teaching for Black Lives, (2022).
Publication Date 2024
Latinx Teacher Guide (PDF)
The majority of children and teens in American schools are people of color. In the past, curriculum excluded the histories, knowledge, and perspectives of those who were not white, male, cisgender, heterosexual, able-bodied and Christian, although people from all groups contributed to the world that we know today. Ethnic studies is essential because it provides young people access to the full spectrum of human knowledge.
Citation/Source
Latinx Curriculum Module, (2022)
Publication Date 2024
Asian American teachers in U.S. classrooms: Identity performances and pedagogical practices (Article)
This study explores Asian American teachers’ performances of racial/ethnic identities and pedagogical practices in the classroom.
Citation/Source
Chow, C. J. (2021). Asian American teachers in U.S. classrooms: Identity performances and pedagogical practices. Pedagogy, Culture & Society, 29(1), 21–41.
Publication Date 2024
