Infusing High Leverage Practices into Culturally Relevant Education to Support Culturally and Linguistically Diverse Students with Disabilities
Toni Franklin, Ph.D.
Columbus State University
Maria Peterson Ahmad, Ph.D.
Texas Woman’s University
Abstract
Classrooms today have an increased number of culturally and linguistically diverse (CLD) students. The ability to provide high quality instruction for a diverse group of learners goes beyond simply knowing good instructional practices. Teachers also need to be aware of how a student’s culture and background impact classroom performance. Incorporating knowledge of a student’s life outside of the classroom along with effective instructional practices, such as high leverage practices (HLPs), helps to ensure all students in the classroom can be successful. Being an effective teacher and a culturally responsive teacher are not mutually exclusive concepts; however, it does take intentional effort to achieve both. This article discusses strategies for being a highly effective and culturally responsive teacher.
Keywords: high leverage practices (HLP), students with disabilities, culturally relevant education (CRE), culturally and linguistically diverse students, instructional practices
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