Creating culturally responsive literacy programs in inclusive classrooms.(Cover story)

This article intends to increase awareness of culturally responsive literacy instruction by describing components of a literacy program that effectively address the needs of diverse learners, specifically adolescents with learning disabilities.

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For all students to reach their full potential, teachers must teach increasingly complex knowledge and skills in a social climate that fosters collaboration and positive interactions. Such classrooms are inclusive in their emphasis on high standards and outcomes for all students, including students with learning and behavior problems.

More than 80% of students with disabilities experience significant reading deficits (Lerner, 1989). The majority of these students are served in general education settings (U.S. Department of Education, 1999). Yet, historically, general and special educators have not been effectively trained by traditional teacher preparation programs in the diagnosis and remediation of reading deficits (Snow, Burns, & Griffin, 1998).

Failing to address and remedy why so many students are underachieving in reading in U.S. public schools will have profound implications. Instructional practices that address issues of culture and language hold the greatest promise for helping students with learning and behavior problems to become successful readers (Beaulieu, 2002). The challenge for teachers is to include those elements of curricula that will optimize student learning and student self-esteem (Gay, 2000; Ladson-Billings, 1994, 1995a, 1995b; Lipman, 1995).

Culturally Responsive …