Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports

J. Hoover, J. Patton
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Abstract

In order to develop an Individualized Education Program (IEP) that reflects the cultural and linguistic diversity of English language and other diverse learners, educators must possess a working knowledge of culturally and linguistically responsive principles and practices. Specifically, abilities associated with culturally and linguistically responsive teaching are critical to informed IEPs for diverse students. This chapter provides an overview of the unique qualities and strengths that English language and other diverse learners bring to the teaching and learning environment. The following topics are addressed: (a) MTSS in today’s schools, (b) MTSS and cultural and linguistic diversity, (c) key features of culturally and linguistically responsive teaching and stages to becoming a culturally proficient educator, and (d) suggestions for applying MTSS knowledge and skills in the development of culturally and linguistically responsive IEPs for English language and other diverse learners with disabilities. We begin with an overview of an MTSS framework for meeting needs of struggling learners, including diverse students with disabilities.
理解文化和语言多样性的多层次支持系统
为了制定一个反映英语和其他不同学习者的文化和语言多样性的个性化教育计划(IEP),教育者必须具备文化和语言响应原则和实践的工作知识。具体来说,与文化和语言响应性教学相关的能力对于不同学生的知情iep至关重要。本章概述了英语和其他不同学习者为教学环境带来的独特品质和优势。本文讨论了以下主题:(a)当代学校的MTSS, (b) MTSS与文化和语言多样性,(c)文化和语言响应性教学的主要特征和成为文化精通教育者的阶段,以及(d)将MTSS知识和技能应用于为英语和其他不同的残疾学习者开发文化和语言响应性IEPs的建议。我们首先概述MTSS框架,以满足困难学习者的需求,包括不同的残疾学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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