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Article: Culturally sensitive instructional practices for African-American learners with disabilities. (Issues in the Education of African-American Youth in Special Education Settings)
- Article from:
- Exceptional Children
- Article date:
- October 1, 1992
- Author:
CopyrightCOPYRIGHT 1992 Council for Exceptional Children. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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* American public schools have traditionally used a monolithic model of instruction, in which the organization of teaching, learning, and performance is compatible with the social structure of the dominant culture (Tharp, 1989). This traditional model, which is also adopted in the field of special education, emphasizes three patterns of cognitive functioning: (1) analysis of academic tasks, (2) the establishment of sequential learning objectives based on each task analysis, and (3) direct instruction of individual task components (Cummins, 1984). According to Tharp, teachers tend to expect that all students will learn based on these traditional patterns of cognitive ...