Culturally Sensitive Instructional Practices for African-American Learners with Disabilities
- 1 October 1992
- journal article
- Published by SAGE Publications in Exceptional Children
- Vol. 59 (2), 115-122
- https://doi.org/10.1177/001440299205900204
Abstract
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.Keywords
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