Document Type

Article

Publication Title

Division on Career Development and Transition and the Council for Exceptional Children

Publication Date

1-1-2019

Abstract

A chief barrier hindering the inclusive practices of students with disabilities, specifically those from culturally and linguistically diverse populations (CLD), is the attitude of teachers instructing them (Mullen, 2001). Particularly, these attitudes refer to the hidden biases teachers associate to this population. Research suggests both schools and cultures are becoming more diverse; however, the racial and ethnicity gap is widening relative to teacher (i.e., White) and student (e.g., Black, Native American, Latino) populations (Dingus, 2008; Philip, 2011; Shim, 2018) in the school environment. A substantial body of literature exists examining the impact of White educators’ pedagogical practices perpetuating and supporting racial ideologies in their instruction (e.g., Galman, Pica-Smith, & Rosenberger, 2010; Picower, 2009). Therefore, a need exists for both pre-service, early-career, and veteran teachers to understand the “practical consequences of social, racial, economic and cultural hierarchies; concentrations of power and control; and oppression” (Shim, 2018, p. 127). Simply put, the internalized hidden biases of teachers are hindering the potential of students with disabilities from CLD populations. The purpose of this Division on Career Development and Transition (DCDT) Fast Facts is to illuminate a number of strategies to assist teachers of all backgrounds to overcome their hidden biases toward students with disabilities from CLD populations.

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