ABSTRACT
Students bring diverse cultural influences to school, including those associated with their religion, language, values, customs, and family traditions. Yet students with disabilities from culturally and linguistically diverse (CLD) backgrounds, especially Black students, are at risk for experiencing disproportionate exclusionary discipline compared with White students. To address this problem, special educators need tools for adapting and embedding culturally responsive strategies within their evidence-based approaches to behavior management. The purpose of this chapter is to describe those cultural adaptations from an established framework of culturally responsive teaching (CRTeaching), illustrate a cultural adaptations menu to guide the delivery of these strategies, and illuminate how these adaptations can be embedded within evidence-based behavior management. Together these approaches can keep students with disabilities engaged in class and improve their academic and social outcomes. We conclude by highlighting directions for future research.
