The authors discuss the need to use UDL and CRT in instruction. They argue that pre service and inservice teachers are culturally situated within cultural and linguistic groups. It is important for pre- and in-service teachers to understand this cross-pollination when using the UDL Guidelines as an implementation tool in their classrooms to proactively identify and address potential barriers to student learning while sustaining their students' cultural and linguistic identities.
Takemae, N., Nicoll-Senft, J., & Tyler, R. M. (2022). Addressing Issues of Equity Using the Cross-Pollination of Universal Design for Learning and Culturally Responsive Teaching. PDS Partners: Bridging Research to Practice, 17(1), 9–15.
Addresses essential elements of becoming culturally responsive and ways in which teachers can implement strategies in their classrooms.
Technical Assistance Center on Disproportionality, New York University (2008).
Describes differentiated instruction, what it is and how it applies an approach to teaching and learning for diverse learners and includes information on the principles of differentiated instruction, seven building blocks, and available resources.
Technical Assistance Center on Disproportionality, New York University (2007).
The book presents well researched theories and examples of culturally relevant pedagogy in action. The book is useful to practitioners because it provides suggestions and tools for teachers to apply CR practices to their classrooms.
Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press, 2000.
The website provides facilitators with a series of activities to help participants contemplate and discuss the topics of race, identity, power, and privilege. Educators can use these activities to better understand themselves and deepen their grasp of and empathy for their diverse populations of students.
USC Suzanne Dworak-Peck School of Social Work. 2017. Diversity Toolkit: A Guide to Discussing Identity, Power, and Privilege. https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity-power-and-privilege/ (accessed April 4, 2018).
In asking countless researchers to discuss race consciousness in schools, the author creates over 64 chapters describing principles and strategies toward equity. Toward the end, she provides over twenty “everyday antiracist strategies” for educators to use as they struggle to improve systems.
Pollock, Mica, ed. Everyday Antiracism: Getting Real About Race in School. 2008. New York: The New Press.
This text, published by the Council for Exceptional Children, provides educators with specific high-leverage practices, HLPs, separated into four themes. These are collaboration, assessment, social-emotional and behavioral practices, and instruction. As special education HLPs are consistent with best practices in education, the book is available as a resource to all education professionals.
McLeskey, J. 2017. High-Leverage Practices in Special Education. Arlington, VA: Council for Exceptional Children.
This report is the first of three on policy solutions to improve all students' opportunities to learn. Its data shows that in all kinds of schools- rural, suburban, and urban - students in schools with high enrollment of color have less access to certificated and experienced teachers than their white peers. The report concludes with policy recommendations to closing gaps in student access to certified and experienced teachers.
Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P.M., Burns, D. 2020. Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers
https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf
This report highlights how post-COVID suspensions in 2021–2022 have added to the pandemic’s harmful impact of instructional loss, especially for students from “high-needs” groups, who were most harmed by the pandemic. In addition, the analysis of district level data demonstrated that many districts have bucked the overarching statewide trend showing a slight reduction in rates of lost instruction due to OSS in comparison to the pre-COVID years. The report also describes evidence of extreme differences in how some districts responded to student misconduct in 2021–2022. This report uses the data on student enrollment and the raw count of days lost due to OSS to establish a baseline measure for calculating comparable rates of lost instruction for every group in every district in California.
Flores, R.T. and Daniel J. Losen (2023). Lost Instruction Time in California Schools: The Disparate Harm from Post-Pandemic Punitive Suspensions. Civil Rights Project/Proyecto Derechos Civiles, University of California Los Angeles. Accessed March 25, 2024.
A comprehensive framework aligning supports for academic, behavior, and social success.
