An Evaluation of Culturally Responsive Practices in Special Education Program for Preservice Educators

LaRon A. Scott, Quentin Alexander, Sandra Fritton, Colleen Thoma

Abstract


Meeting the needs of students from culturally and linguistically diverse backgrounds is a serious concern that schoolsare facing. This article describes an evaluation of embedding culturally and linguistically diverse evidence-basedpractices in a master’s program for teacher candidates seeking endorsement in special education. Acooperative-agreement was developed between one urban university and the U.S. Department of Education’s Office ofSpecial Education Programs (OSEP) to focus on infusing culturally and linguistically diverse evidence-based practicesin a teacher preparation program. This study employed a mixed-method approach to describe the methodology,instrumentation, and progress made towards program improvements related to culturally diverse practices arediscussed. Results suggest that while more opportunities for improvements to the program structure and programevaluation data collection are necessary, candidates are showing some evidence of improving skills related toculturally and linguistically diverse evidence-based practices. Although preliminary, the project methods of programrevision provide helpful information for other programs on program revision and provide insight on the evaluation ofprogram updates and interventions.

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DOI: https://doi.org/10.5430/jct.v3n2p79

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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