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.

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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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