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Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs

Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs

York Williams
Copyright: © 2022 |Pages: 15
ISBN13: 9781668436707|ISBN10: 1668436701|EISBN13: 9781668436714
DOI: 10.4018/978-1-6684-3670-7.ch023
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MLA

Williams, York. "Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs." Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 415-429. https://doi.org/10.4018/978-1-6684-3670-7.ch023

APA

Williams, Y. (2022). Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs. In I. Management Association (Ed.), Research Anthology on Inclusive Practices for Educators and Administrators in Special Education (pp. 415-429). IGI Global. https://doi.org/10.4018/978-1-6684-3670-7.ch023

Chicago

Williams, York. "Culturally Responsive Teaching and Inclusion for Online Students With Exceptionalities and Other Needs." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, edited by Information Resources Management Association, 415-429. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3670-7.ch023

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Abstract

Teaching learning-diverse students, English learners (Els), and students with disabilities has become of paramount importance as it relates to each unique student's need, directed by an Individual Education Plan (IEP), 504, English Language Plan, and related services, especially for those students served primarily under the Individual Disabilities Education Act. The students' unique cultural and familial needs also become important used to promote achievement in both the F2F and online educational setting, inclusive of multiple intelligences (MI), learning styles, and appropriate differentiated instruction. As such, the purpose of this chapter is to examine the learners and the diversity that they bring to the online learning community so that instructors may prepare culturally responsive and inclusive pedagogy and online universally designed learner-centered (UDLC) and differentiated practices that include them beyond their disability or exceptionality and to become culturally responsive instructional leaders (CRIL).

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