Boundary-Crossing Partnership Toward Culturally Responsive Special Education: A Systematic Review

• In Event: AERA Poster Session 2
  In Poster Session: Positioning and Roadblocks in Special Education

Abstract

Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk for disabilities is a double bind, a larger systemic conundrum beyond fragmented individuals’ efforts. To create a culturally responsive system of support beyond the segmented role of division, and nonconcerted assemblage of practices and tools, there is a need for exploration of the possibility of boundary-crossing collaboration for exceptional CLD students. This systematic review synthesized the broader literature investigating boundary-crossing partnership among multiple stakeholders to address the unique needs of CLD students with exceptionality. Features of boundary crossers, problems of practice, emerging tensions in building a partnership, boundary objects, learning experiences of boundary crossers, and learning outcomes of students are reported and further discussed.

Authors

• Dosun Ko, Wichita State University

• Dian Mawene, University of New Hampshire

• Kate Roberts, University of Wisconsin - Madison

• Joan J Hong, University of Wisconsin - Madison