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What is Culturally and Linguistically Diverse Exceptional (CLDE)

Chapter 2
Promoting Diversity, Equity, and Inclusion in Language Learning Environments
students identified as learning disabled and whose culture and language differ from the dominant US culture.
Published in Chapter:
English Language Learners With Disabilities: The Importance of Culturally Responsive Teaching
Karina Becerra-Murillo (Jurupa Unified School District, USA & American College of Education, USA) and Josefina Flores Gámez (Jurupa Unified School District, USA)
Copyright: © 2023 |Pages: 17
DOI: 10.4018/978-1-6684-3632-5.ch002
Abstract
English language learners (ELLs) are a fast-growing and diverse student population in the United States. Students with disabilities and English language learners are significant subgroups in public schools across the United States, with growing numbers on an annual basis. Educating students with disabilities and ELLs requires an advanced level of instruction to meet their unique educational needs. This chapter will identify instructional strategies to support both subgroups while keeping their educational and cultural needs at the forefront. Culturally Responsive Teaching can provide guidance for teachers to specifically meet the needs of dually identified students. Targeted suggestions for professional development were identified for novice teachers and suggestions for future research on dually identified students were provided.
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