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Culturally Competent Practices and Implications for Special Education Leaders

Culturally Competent Practices and Implications for Special Education Leaders

Katherine Sprott, Clementine Msengi
Copyright: © 2019 |Pages: 26
ISBN13: 9781522557272|ISBN10: 152255727X|ISBN13 Softcover: 9781522587330|EISBN13: 9781522557289
DOI: 10.4018/978-1-5225-5727-2.ch007
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MLA

Sprott, Katherine, and Clementine Msengi. "Culturally Competent Practices and Implications for Special Education Leaders." Cultivating Inclusive Practices in Contemporary K-12 Education, edited by Johnny R. O'Connor Jr., IGI Global, 2019, pp. 141-166. https://doi.org/10.4018/978-1-5225-5727-2.ch007

APA

Sprott, K. & Msengi, C. (2019). Culturally Competent Practices and Implications for Special Education Leaders. In J. O'Connor Jr. (Ed.), Cultivating Inclusive Practices in Contemporary K-12 Education (pp. 141-166). IGI Global. https://doi.org/10.4018/978-1-5225-5727-2.ch007

Chicago

Sprott, Katherine, and Clementine Msengi. "Culturally Competent Practices and Implications for Special Education Leaders." In Cultivating Inclusive Practices in Contemporary K-12 Education, edited by Johnny R. O'Connor Jr., 141-166. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5727-2.ch007

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Abstract

The over-identification of minorities in special education in the Unites States continues to exist. Such over-representation separates these students from their general education peers to the degree that they may not have access to challenging academic standards and effective instruction. Factors impacting these students include a systemic lack of understanding of cultural frames of reference and curriculum and leadership issues that influence the referral and placement processes in special education. This chapter will address the five culturally competent practices with regard to inclusion and special education. Implications for educational leaders will be discussed.

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