To Teach Me is to Know Me

Many students do not succeed in school because their cultural, social, and/or linguistic characteristics are unrecognized, misunderstood, or devalued. The continuing problem of disproportionate representation of multicultural students in special education programs is controversial. We believe that f...

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Bibliographic Details
Published in:The Journal of special education 1998-04, Vol.32 (1), p.44-47
Main Authors: Kea, Cathy D., Utley, Cheryl A.
Format: Article
Language:English
Subjects:
Cultural Differences
Disproportionate Representation
Educational Strategies
Educational Trends
Elementary Secondary Education
Equal Education
Learning Processes
Minority Group Teachers
Minority Groups
Multicultural Education
Representation
Special Education
Special Education Teachers
Students
Teacher Education
Teacher Educators
Trend Analysis
USA
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Summary:Many students do not succeed in school because their cultural, social, and/or linguistic characteristics are unrecognized, misunderstood, or devalued. The continuing problem of disproportionate representation of multicultural students in special education programs is controversial. We believe that for teacher educators and practitioners to reach and teach multicultural students with and without disabilities, they must first know them. We propose three solutions to address the problem of disproportionate representation: (a) training of culturally and linguistically diverse teachers in teacher preparation programs, (b) the inclusion of multicultural education perspectives in special education, and (c) the implementation of culturally responsive instruction in classroom settings. These three solutions are key components to increasing the cultural competence of practitioners in special education teacher preparation programs.
ISSN:0022-4669
1538-4764
DOI:10.1177/002246699803200108