Division on Visual Impairments

VIDBE-Q 66.1 Winter 2021

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1324141

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Page 20 of 43

VIDBE-Q Volume 66 Issue 1 effectively teaching blind and visually impaired students from diverse cultural and linguistic backgrounds. Culturally Responsive Pedagogy (CRP) is a central theoretical underpinning of K-12 pedagogical reform efforts focused on improving educational success among students from historically underperforming racial and ethnic groups. The origin of CRP dates back nearly two decades to Dr. Gloria Ladson-Billings' (1992) landmark research on successful teachers of African American students. Ladson- Billings (1992) attributed the teachers' remarkable successes to what she called culturally relevant teaching, a model that empowers historically underperforming students of color academically, emotionally, socially, and politically. Ladson- Billings' (1992) framework posited three key tenets: a) educational success: maintaining high expectations and ample opportunities for learners to be successful; b) cultural competence: understanding and valuing one's own cultural background as well as the cultures of others; and c) critical consciousness: developing students' awareness of cultural norms, values, and institutions that produce and maintain inequities (Ladson-Billings, 1992). Over the past twenty years, a number of educational scholars have engaged and extended Ladson-Billings' original concept (Alim & Paris, 2017; Gay, 2010; Muhammad, 2020; Hammond, 2015). Notably, Gay (2010) presented CRP as a

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