Orosco Michael John, O'Connor Rollanda
University of California, Riverside, Riverside, CA, USA
University of California, Riverside, Riverside, CA, USA.
J Learn Disabil. 2014 Nov-Dec;47(6):515-31. doi: 10.1177/0022219413476553. Epub 2013 Feb 13.
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.
本案例研究描述了一位特殊教育教师在城市小学环境中对有学习障碍的拉丁裔英语学习者（ELL）进行的具有文化适应性的教学。本研究基于社会建构主义研究框架。在调查针对ELL的这种教学时，本研究关注一位教师的文化适应性教学知识如何影响她的特殊教育教学。研究结果产生了与该领域当前文献一致的三个主要主题：阅读教学的文化方面、基于文化相关技能的教学以及协作活动时间。结果表明，小学教育阶段针对ELL的特殊教育的成功可能取决于特殊教育教师将具有文化适应性的教学与ELL的文化和语言需求整合得有多好。
