Culturally sensitive instructional practices for African-American learners with disabilities.
This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.
Franklin
M E
ME
Department of Early Childhood, University of Cincinnati, Ohio.
D000293:Adolescent; D001741:Black or African American / Q000523:psychology*; D002648:Child; D003466:Cultural Characteristics; D003479:Curriculum; D006233:Persons with Disabilities / Q000523:psychology*; D004519:Education, Special / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D012931:Social Environment