Culturally responsive teaching for students with disabilities: Examining teacher self-efficacy to enhance transition outcomes

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

Transition outcomes for students with disabilities are dismal in comparison with their non-disabled peers. These poor outcomes, including lower participation in post-secondary education and lower rates of employment, are even worse for students with disabilities who are from culturally and linguistically diverse (CLD) backgrounds (Newman et al., 2011). This may be due to special education teachers’ lack of cultural competence (Greene, 2014; Siwatu, 2007). This study will survey novice secondary special education teachers on their perceptions of culturally responsive teaching and self-efficacy in employing these practices. Follow-up interviews will gather information related to teachers’ preparation to work with CLD students.

Author

• Rebecca B. Smith-Hill, University of South Carolina - Columbia