Abstract
To be culturally responsive teachers, we must first have an understanding of other cultures and how students from these cultures differ from one another. As we consider the many cultures represented in our classrooms, we might also consider students with disabilities as a cultural group. Within any main culture are subgroups differentiated by status or factors that functionally unify the group. Culturally responsive teachers understand that students with disabilities may represent a subculture within the classroom—and consequently follow certain guidelines that facilitate their inclusion.
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