Elementary Special Education Teachers’ Roles in Supporting Diverse Students With Disabilities

• In Event: Teacher Perspectives on Culturally Based Teaching

Abstract

This paper will present findings from a study of elementary special education teachers of culturally and linguistically diverse (CLD) students with disabilities in a large metropolitan area of Southern California. Using qualitative methods, as well as the theoretical and epistemological frameworks of Dis/ability Critical Race Studies and McKnight’s service delivery model, this analysis will determine the challenges elementary special education teachers face, as well as the roles they assume to support and care for their CLD students with disabilities.

Author

• Tiffany White, University of California - Los Angeles