[{"id":36,"date":"2020-09-09T01:57:32","date_gmt":"2020-09-09T01:57:32","guid":{"rendered":"http:\/\/edspace.american.edu\/arts-integration-and-special-education\/?page_id=36"},"modified":"2021-03-19T11:40:48","modified_gmt":"2021-03-19T11:40:48","slug":"culturally-responsive-classroom","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/culturally-responsive-classroom\/","title":{"rendered":"Culturally Responsive Classroom"},"content":{"rendered":"

Culturally Responsive Teaching (CRT) is a pedagogy\/teaching practice that values including students’ cultural backgrounds and experiences in all types of learning. Students with disabilities have their own cultures and experiences that should be shared and valued in the classroom.<\/p>\n

Though there are huge strides being made to better support students with disabilities, it is still important to understand the history of disabilities and the reform made. In the 1800s, students with disabilities were not allowed to receive public education. Caregivers of children with disabilities had to look for private or at-home care and education for these students. Moving to the 1900s, students with disabilities were institutionalized and educated in residential asylums. They were separated from others in this set up which perpetuated an “othering” mentality<\/p>\n

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CRT and Disabilities<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Culturally Responsive Teaching (CRT) is a pedagogy\/teaching practice that values including students’ cultural backgrounds and experiences in all types of learning. Students with disabilities have their own cultures and experiences that should be shared and valued in the classroom. Though there are huge strides being made to better support students with disabilities, it is still […]<\/p>\n","protected":false},"author":3439,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/users\/3439"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":35,"date":"2020-09-09T01:57:32","date_gmt":"2020-09-09T01:57:32","guid":{"rendered":"http:\/\/edspace.american.edu\/arts-integration-and-special-education\/?page_id=35"},"modified":"2021-02-04T14:30:20","modified_gmt":"2021-02-04T14:30:20","slug":"developmental-delays","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/arts-integration-and-special-education\/developmental-delays\/","title":{"rendered":"Developmental Delays"},"content":{"rendered":"

Under IDEA, a Developmental Delay is considered to be \u201cone who is experiencing developmental delays as defined by the State and as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development.\u201d Types of developmental delay include cognitive, physical, language, and social-emotional. Students with developmental delay can benefit from opportunities to work on their social skills, like passing out papers or calling on other students. To support them in the classroom.\u00a0<\/span><\/p>\n

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Students with Developmental Delays may need more support with assistive technologies to allow them to succeed in the classroom. Text to Speech applications can assist these students with writing and engage with classmates. Instruction may be more beneficial for students with Developmental Delays if it is presented in a video or visual style for them to process information.\u00a0<\/span><\/p>\n

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In all classrooms, all students should be able to see themselves succeed and do great things despite their disabilities. Teachers should use inspirational people with similar learning disabilities as a way to motivate students and show them that they are capable of anything. There are many artists in the world with Developmental Delays who are able to succeed for example:<\/span><\/p>\n