Collection: Culturally Responsive Teaching and Learning

Updated and expanded from the original workbook (downloaded by nearly 100,000 people), this critical text helps you take the work deeper by adding more historical and cultural contexts, sharing moving stories and anecdotes, and including expanded definitions, examples, and further resources, giving you the language to understand racism, and to dismantle your own biases, whether you are using the book on your own, with a book club, or looking to start family activism in your own home.

The resources on the website can be used to assess individual student learning and civic growth as well as program or course learning outcomes. Assessing student civic knowledge, skills, disposition, and engagement is an ongoing process that involves ongoing (and sometimes informal) formative assessments and student reflections on what they are learning and experiencing. The resources provided below will better equip you to help your students participate in the assessment process so they can grow in their learning and civic engagement.

NEA EdJustice engages and mobilizes activists in the fight for racial, social and economic justice in public education. Readers will find timely coverage of social justice issues in education and ways they can advocate for our students, our schools, and our communities.

Webinar session presented as part of the webinar "Addressing Racism in CSD Education" with the learner outcomes that participants will be able to identify multiple challenges students from underrepresented groups may experience in CSD programs and to describe two or more programs which can be implemented to support students from underrepresented groups.

"Attention to racial and ethnic gaps in education has not led to a significant improvement in minoritized children’s educational access, experiences and outcomes. Specifically, there has been limited attention to racism and systemic inequities, beyond poverty, in the research enterprise focused on educational disparities. We are at a moment of time where educational research can be transformed by explicitly centering race and racism (in all of its forms and consequences). This interactive session will engage with participants on how educational research focused on children can be decolonized, focused on racial equity, and incorporate asset-framing for minoritized children, families, and educators."

Language and Literacy Development: English Learners with Communication Disorders, from Theory to Application, Second Edition brings you the most useful, up-to-date information on best practices for English learners (ELs) with communication disorders from a variety of backgrounds—how to conduct assessment, intervention, and progress monitoring. The first edition of this text gave a comprehensive overview of the theory and practice of serving ELs with communication disorders, and the second edition is expanded to show the nuts and bolts of how to meet ELs’ needs and how professionals can support their success at school.

Language Disorders in Bilingual Children and Adults, Third Edition, provides speech-language pathologists, advanced students in communication disorders programs, and clinical language researchers with information needed to formulate and respond to questions related to effective service delivery to bilingual children and adults with suspected or confirmed language disorders. The bilinguals of interest represent varying levels of first and second language proficiency across the lifespan. That is, bilingualism is not determined here by proficiency in each language, but rather by the individual's experience or need for two languages.

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.

This website provides a list of resources including an ASHA-adopted theoretical framework, freely-available tools, descriptions of published research, and also a position statement that informs culturally responses research and practices useful also in guiding classroom teaching.

Culturally Responsive Practices in Speech, Language, and Hearing Sciences is unique in that it provides an innovative perspective on cultural competence in the field of communication sciences and disorders. It is imperative for speech-language pathologists and audiologists to be aware of diverse aspects of globalization: how these aspects may affect their own knowledge, strengths and biases, service provision, their clients' lives, as well as their clients' relationships to service providers. The purpose of this text is to facilitate the creation of knowledge and the development of attitudes and skills that lead to culturally responsive practices. The text presents a conceptual framework to guide speech-language pathologists and audiologists toward cultural competence by becoming critically engaged users of culturally responsive and globally engaged practices. The text is focused on speech-language pathology and audiology, but also draws from theoretical frameworks in other disciplines for an inter-professional, transdisciplinary and macro practice perspective, and is appropriate for other allied health professions. This information will help students and professionals build their own conceptual framework for providing culturally and linguistically responsive services, and engage with others globally.

Information regarding the history, rationale, and definition of culturally responsive teaching and guidance for how to effectively implement culturally responsive teaching.

There is a wide and growing ethnic, cultural, social-class, and linguistic gap between many of the nations teachers and their students. Multicultural Education: Issues and Perspectives, 9th edition, is designed to help current and future educators acquire the concepts, paradigms, and explanations needed to become effective practitioners in culturally, racially, linguistically, and social-class diverse classrooms and schools. An important goal of the 9th edition is to help educators attain a sophisticated understanding of the concept of culture and to view race, class, gender, social class, and exceptionality as interacting concepts rather than as separate and distinct.

Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy. In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.

A podcast from two scientists in speech–language pathology, passionate about the connection among evidence, practice, and ethics in our field and beyond.

A presentation about cultural humility specific to CSD education.

Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources.

Webinar session presented as part of the webinar "Addressing Racism in CSD Education" using a trauma-focused approach to create a learning environment where all students are treated equitably, where they have equal access to learning, and feel valued and supported in their learning.

This link takes professionals to an hour-long mini-lecture on the topic of confronting systemic racism in communication science and academic training programs. It is a part of a mini-lecture series developed by the University of Washington.

Culturally Responsive Teaching: A Reflection Guide offers a set of reflection questions that make self appraisal, goal setting, and critical conversations across the eight competencies more concrete. We also share research evidence that describes the benefits of culturally responsive teaching. Now is the time to revamp efforts to foster a culturally responsive teacher workforce. We hope this resource enables teachers and those who support them to promote rigorous and relevant learning that leads to the engagement, achievement, and empowerment of all learners.

Identifies four, useful strategies to easily begin teaching in a culturally responsive manner.

Learning for Justice seeks to uphold the mission of the Southern Poverty Law Center: to be a catalyst for racial justice in the South and beyond, working in partnership with communities to dismantle white supremacy, strengthen intersectional movements and advance the human rights of all people. We support this mission by focusing our work with educators, students, caregivers and communities in these areas:

1. Culture and Climate
2. Curriculum and Instruction
3. Leadership
4. Family and Community Engagement

Webpage focusing on links to resources for teachers.

Check out the following Toolkits for Action on Social Justice issues. The toolkits will provide you with common language, suggestions for reading and viewing, organizations you can choose to support, and tips/tools for Allies.

This self-assessment tool is designed to explore individual cultural competence. Its purpose is to help you to consider your skills, knowledge, and awareness of yourself in your interactions with others. Its goal is to assist you to recognize what you can do to become more effective in working and living in a diverse environment.

The objective is for the team to examine the syllabi with "fresh eyes." The protocol promotes reflection on how information is expressed, and what assumptions are being made.

On the Code Switch podcast, we often use the term "people of color." And it's not something we thought a ton about until the Black Lives Matter protests reignited in May, and we saw a refrain across social media, particularly among Black people: Stop calling me a person of color. Many felt that people using the term POC were (intentionally or not) sidestepping the truth: that certain effects of racism — things like mass incarceration, police violence, inability to access good health care — disproportionately affect Black and Indigenous people. Not all "people of color." The popularization of BIPOC only furthered the debate. Was this relatively newer term highlighting the particular experiences of Black and Indigenous folks? Or was it an homage to wokeness with no real teeth? As it goes with language, even terms that have been created with the best of intentions can morph in meaning. So on this week's episode, we asked academics, writers and our listeners some big questions: What do we mean when we say "people of color"? Why do some of us identify with that term? Why does it annoy so many other people? Is it time to say R.I.P. to POC? And, if so, is BIPOC the new kid on the block?

Mike tells Sarah how a simple idea in a single school district became a nationwide racial panic.

At Facing History, we understand the pressure educators face in today's world. We partner with educators to provide the tools they need to grow professionally and create inclusive, brave classrooms for their students. Learn more or start your journey to building confidence, empathy, and students' sense of purpose.

All children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. Thus, all early childhood educators have a professional obligation to advance equity. They can do this best when they are effectively supported by the early learning settings in which they work and when they and their wider communities embrace diversity and full inclusion as strengths, uphold fundamental principles of fairness and justice, and work to eliminate structural inequities that limit equitable learning opportunities.