Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities

By G. Cartledge, Lefki Kourea. 2008

248 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a5fb71bbedebc2a4c791ea4aef7f288d7541c60b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Council for Children with Behavioral Disorders (2008, background): “Issues of cultural responsiveness in both general and special education have been consistently identified in the literature as key contributors to racial and ethnic disparities in special education (Cartledge & Kourea 2008; Garcia & Ortiz, 2004).”
Federal Policy on Disproportionality in Special Education (2012, background): “Cartledge and Kourea (2008) argue that educators face challenges in “developing cultural awareness, identifying pedagogical approaches, and adjusting curriculum content” (p.”
Preparing Preservice Educators for Cultural Diversity: How Far Have We Come? (2008, background): “The researchers concluded that comprehensive performance-based assessments are tools that can help teacher educators identify goals and objectives for multicultural education and all other components of the TEP (also see Cartledge & Kourea, 2008).”
Exclusionary Discipline of Students With Disabilities (2014, background): “Scholars often have suggested that the behaviors of students with cultural or physical differences are misinterpreted or pathologized (Cartledge & Kourea, 2008).”
Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, background): “…a key element of culturally responsive classroom management as well as greater understanding of how greater cultural continuity between members from different cultures can be established (Blanco-Vega, Castro-Olivo, & Merrell, 2008; Cartledge & Kourea, 2008; Phinney, 1990; Villegas & Lucas, 2002).”
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “Cartledge and Kourea (2008) and Cartledge and Milburn (1996) emphasized the need for culturally competent teachers.”
The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities (2011, background): “More systematic efforts to blend cultural responsiveness conceptually with SWPBS implementation are emerging (Cartledge & Kourea, 2008; Cartledge, Singh, & Gibson, 2008; Vincent, Randall, Cartledge, Tobin, & Swain-Bradway, under review).”