2018 TASH Conference

All children in the United States have the right to an equitable education, regardless of gender, religion, class, race, culture, language, or dis/ability. A critical examination of the socio political and contextual factors that fortify the barriers faced by marginalized groups highlights the need for a culturally responsive approach to educating students with multidimensional identities. This research uses the theoretical framework of Dis/ability Critical Race Studies (DisCrit) to examine how teachers perceive their ability to implement culturally responsive educational practices (CREP) for their Culturally Linguistically Diverse (CLD) students with dis/Abilities, (e.g. Emotional Disturbances, Intellectual Disabilities, and Learning Disabilities), This presentation will share the ways in which teachers describe their meanings and understandings about dis/abilities, race, culture, and language, how their experiences have prepared them to utilize culturally responsive instruction, and how they describe their actions toward implementing the goals of CREP.