In:
Multiple Voices for Ethnically Diverse Exceptional Learners, Great Lakes Equity Center, Vol. 14, No. 1 ( 2014-04-01), p. 3-17
Abstract:
The disproportionate representation of culturally and linguistically diverse students in exclusionary discipline practices is a well-documented practice in education. This paper synthesizes current literature that points to a cultural incongruence between students and teachers as an underlying mechanism for disparity in school practices involving the application of disciplinary strategies. Culturally responsive School-Wide Positive Behavior Interventions and Support (SW-PBIS) is explored as a potential approach for reducing the discrepancy in application of disciplinary policies and practices. Prominent suggestions from literature in culturally responsive pedagogy and behavior management are described through the systems framework of SW-PBIS.
Type of Medium:
Online Resource
ISSN:
1547-1888
,
2158-396X
DOI:
10.56829/muvo.14.1.jl626n21408t4846
Language:
English
Publisher:
Great Lakes Equity Center
Publication Date:
2014
SSG:
5,3
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