Culturally Responsive Teaching Practices to Support Students with Visual Impairments in Illinois: Are We Ready?

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 3
  In Roundtable Session: Reimagining Teaching: Disability Identity, Culture, and Anti-Ableism in K-12 Education

Abstract

This research project explores how Illinois educators and administrators enact Culturally Responsive Teaching and Leading Standards to support students with visual impairments. The Social Model of Disability and Belonging Theory were guiding frameworks for graduate researchers as they conducted a literature review and interviews with local experts. Thematic analysis identified trends in three important domains: teacher preparedness, professional development, and curricular representation. Findings revealed that support for students with VI is mainly absent not only within curricula, but within teacher training, and equity initiatives common at schools. This research “unforgets” histories of disability erasure and provides resources to help educators imagine futures where culturally responsive teaching practices integrate disability representation to cultivate belonging and academic excellence for all students.

Author

• Eric R. Junco, Northern Illinois University