Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence‐based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence‐based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article.

中文翻译：

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CLD学习障碍学生在内容区教学中的文化维持实践

在文化和语言上各异的（CLD）学生构成了学习障碍学生的绝大部分，而且在特殊教育中，他们在历史上所占比例过高。为了有效地向患有学习障碍的CLD学生提供教学，教师应将基于证据的做法和具有文化可持续性的教学法纳入他们的做法。本文重点介绍了在数学，阅读和写作的各个内容领域中基于文化的循证实践的几个实际示例。本文提出了一些实践和未来研究的建议。