Advancing Cultural Humility Into Special Education Practice: Suggestions for Working With Minoritized Students With Disabilities

• In Event: Sense of Belonging: School, Campus, and Classroom Climate

Abstract

As our student population in the U.S. becomes increasingly diverse in terms of race, ethnicity, socioeconomic status, and gender, it is important to note that the teaching profession still remains mostly White, middle-class, and female (NCES, 2021). Cultural mismatches or cultural misunderstandings between educators and students may therefore arise and cause ruptures to the educator-student relationship and contribute to poor school climate and disproportionate disciplinary outcomes. This roundtable session will provide participants with suggestions for how to incorporate culturally humble teaching practices when teaching students with disabilities, with a focus on minoritized students with disabilities related to emotional/behavioral functioning.

Authors

• Emily Srisarajivakul, University of Memphis

• Elise Choe, Boston University