有学习障碍的CLD学生在内容领域教学中的文化持续性实践

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Shaqwana Freeman-Green, Melissa K. Driver, Peishi Wang, Jessica Kamuru, Dia Jackson
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引用次数: 5

摘要

文化和语言多样性(CLD)的学生构成了大量有学习障碍的学生,在特殊教育中所占的比例历来不成比例。为了有效地教育有学习障碍的CLD学生,教师应该在实践中结合循证教学法和文化维持教学法。这篇文章强调了在数学、阅读和写作的内容领域中,文化上维持循证实践的几个实际例子。文章对实践和今后的研究提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities

Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special 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.

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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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