ABSTRACT

With the rapid increase of students from culturally and linguistically diverse backgrounds bringing a shift in the landscape in today’s schools, equity discourses continue to arise. For example, more than four decades of data have pointed towards the disproportionality (i.e. over- or -under-representation) of students from diverse cultural and linguistic backgrounds in special education in the United States, Europe, and beyond. As a continuous problem, there have not been enough studies exploring the state of general education teacher preparation programs and pre-service teachers’ use of culturally responsive practices (CRP) within referral models for special education. Knowing that teacher preparation is a key formation period for practicing teachers’ beliefs and knowledge the current study examined pre-service teachers’ knowledge and skills of culturally responsive practices within pre-referral models in order to address equity issues in special education (e.g. service delivery). Results from a fully integrated mixed methods study showed to be contradictory as the rating of pre-service teachers’ perceived knowledge and skills of CRP and pre-referral models to be high but their work indicated otherwise. Implications for teacher preparation programs include more in-depth learning experiences on CRP, disabilities, and engaging in equity discourses as part of pre-service teachers’ preparation.

摘要

随着来自不同文化和语言背景的学生人数迅速增加，当今学校的格局发生了变化，公平讨论不断涌现。例如，超过四个十年的数据表明，在美国、欧洲和其他地区，来自不同文化和语言背景的学生在特殊教育中的比例不成比例（即代表性过高或过低）。作为一个持续存在的问题，还没有足够的研究来探索通识教育教师准备计划和职前教师在特殊教育转介模型中使用文化响应实践 (CRP) 的状况。了解教师准备是实践教师信念和知识的关键形成期，当前的研究检查了职前教师在转介前模型中文化响应实践的知识和技能，以解决特殊教育中的公平问题（例如服务提供） ）。一项完全整合的混合方法研究的结果表明是矛盾的，因为职前教师对 CRP 和预推荐模型的感知知识和技能的评级很高，但他们的工作表明并非如此。对教师准备计划的影响包括关于 CRP、残疾和参与公平话语的更深入的学习经验，作为职前教师准备的一部分。服务交付）。一项完全整合的混合方法研究的结果表明是矛盾的，因为职前教师对 CRP 和预推荐模型的感知知识和技能的评级很高，但他们的工作表明并非如此。对教师准备计划的影响包括关于 CRP、残疾和参与公平话语的更深入的学习经验，作为职前教师准备的一部分。服务交付）。一项完全整合的混合方法研究的结果表明是矛盾的，因为职前教师对 CRP 和预推荐模型的感知知识和技能的评级很高，但他们的工作表明并非如此。对教师准备计划的影响包括关于 CRP、残疾和参与公平话语的更深入的学习经验，作为职前教师准备的一部分。