CULTURALLY RESPONSIVE PRACTICE IN THE ROLE OF THE READING SPECIALIST

Abstract

The disproportionality of marginalized populations in K-12 Special Education in the US (Donovan & Cross, 2002; Barrio, 2021) is a longstanding problem. One solution is recognizing student differences as resources (Cooc & Kiru, 2018), not deficits. Asset-based pedagogies, which appreciate differences as strengths (Alim & Paris, 2017), are critical to apply when students are being considered for or are already placed in special education for reading. When reading specialists teach students to read in the dominant language, they must recognize students’ cultural and linguistic assets to avoid identifying students as deficient when their skills don’t match the dominant culture. This qualitative study aimed to determine if and how reading specialists implemented three asset-based pedagogies in reading instruction: culturally responsive teaching (Gay, 2002a), culturally relevant pedagogy (Ladson-Billings, 1995), and culturally sustaining pedagogy (Paris, 2012). Findings showed the application of myriad culturally responsive practices, including broadening the definition of reading, designing curriculum, and building relationships. However, multi-level barriers negatively impacted efforts, including limited resources, access to specialized knowledge, and whole-school practices. Additionally, students often responded to literacy challenges in ways that impeded their learning. Findings have implications for research, teacher education, and K-12 students. Future research must include students’ perspectives in identifying identity-affirming practices. Teacher education must include multiple ways for students to engage in literacy activities. Expanding literacy practices is essential to providing equitable learning spaces for all students.