title: Culturally responsive instruction for english language learners with learning disabilities.
abstract: This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs.
authors: University of California, Riverside, Riverside, CA, USA michael.orosco@ucr.edu.
authors: Michael John
authors: MJ
authors: Orosco
authors: University of California, Riverside, Riverside, CA, USA.
authors: Rollanda
authors: R
authors: O'Connor
mesh_terms: D002648:Child; D054521:Cultural Competency / Q000523:psychology*; D004519:Education, Special / Q000379:methods*; D005260:Female; D006630:Hispanic or Latino / Q000208:ethnology*; D006801:Humans; D007859:Learning Disabilities / Q000208:ethnology*; D008297:Male; D019303:Multilingualism
keywords: Latino English language learners; bilingual special education; case study; culturally responsive teaching; learning disabilities