A HIKE IN CULTURALLY

SUSTAINING PEDAGOGY
(CSP)

CULTURALLY RESPONSIVE 01
TEACHING
Means using students' customs, characteristics, experience, and
perspectives as tools for better classroom instruction.
Included in “my CSP” classroom I am committing to teach/serve the needs
of my Special Needs and/or students with disabilities. These students could
be diagnosed with: Autism, developmental delay, various impairments of
sensory, intellect, emotional, or other specified learning disability.

TWO OF “THE PRINCIPLES OF 02

CULTURALLY RELEVANT PEDAGOGY”
1.Teaching the Whole Child
This Is why when I look to teach my students I look at the person they are because
of their makeup that includes their race, sex, age, likeness, etc. I do not judge or
stereotype people, especially kids or students. We are all individuals.
2.Student-Teacher Relationships
I build professional relationships with my students. I want them to see me as their
teacher who opens a world of educational opportunities for them. I will teach my
students important attributes such as respect and dignity. (Brown et al., 2018)

DIFFERENTIATED INSTRUCTION 03
Building on students’ personal and cultural strengths
Helping students access prior knowledge and beliefs.
Building on students’ interests.
Building on students’ linguistic resources.
Using examples and analogies from students’ lives.
Using appropriate instructional materials.
Tapping community resources.
Creating different paths to learning by using varied instructional activities.
(These above points taken from slides and validated by
Villegos & Lucas, 2003)

CRP IN SCHOOL CULTURE 04

Classrooms today are made up of students from mixed cultures and have
differing abilities.
Many SPED children have inclusion classrooms in their IEP. I as a teacher
have to educate myself and prepare my lessons to accommodate their needs
.

The ability to successfully teach and or work with students who come from
cultures other than one’s own [or sometimes from one’s own culture (Moule,
2011).

CRP IN SCHOOL CULTURE

05
· The practice of recognizing differences among students and families, and responding
positively to those differences (Lindsey et al., 2019).

·Opportunities to Explain: Coaching and Fading The final stages of the lessons documented in
our study involved teachers creating student-centered activities to promote learning. The
activities were of two sorts: First, teachers used a series of modeling activities; second,
teachers used fading activities where students were provided limited support in an effort to
provide them with practice explaining the concepts. These activities served both formative
and summative assessment roles as they were designed to allow students practice clarifying
the newly learned context while discussing the CRE problem that was used to frame the
lesson (Brown et al., 2018).
STAKEHOLDER CORNER 05

“THE PARENTS GUIDE TO

SPECIAL EDUCATION”

PARENTS RESROUCES
INTRO TO CSP
CULTURAL RESPONSIVE EDUCATION
EDUCATIONAL RESEARCH HAS SHOWN THAT PARENT
INVOLVEMENT AND COLLABORATION WITH TEACHERS RESULTS
IN HIGHERSTUDENT ACHIEVEMENT (PANG ET AL., 2014)

REFERENCES