Combining Strategies: Are Special Education Teachers Enhancing Direct Instruction Reading Programs With Culturally Informed Practices?

• In Event: Building Equitable and Inclusive Education Practices

Abstract

This study investigates the incorporation of culturally informed practices by a special educator using a direct instruction reading program. A gap in the literature exists regarding the combined use of recommended practices for students with disabilities and culturally informed practices. The study is guided by Gloria Ladson-Billings's Culturally Relevant Pedagogy and Geneva Gay's Culturally Relevant Teaching framework. A case study-mixed methods design was employed to collect quantitative and qualitative data. The quantitative phase involved measures of culturally responsive instruction and assessment of the direct instruction curriculum's cultural responsiveness. The subsequent qualitative phase provided further insights. By addressing this gap, the study aims to contribute to the enhancement of educational practices for marginalized populations in American schools.

Author

• Hollie Mason, Western Illinois University