Abstract
While this poster represents foundational data from an empirical study conducted earlier, the work is primarily targeting special education practitioners, positing ways to foster critical reflection as a means towards building culturally responsive practices. Developing critical reflection in special educators is important because, as a school leader, they must advocate for diversity to be recognized and valued (Howard, 2003). Historically marginalized students need culturally responsive educators to meet their needs. If special educators are not aware of their own cultural biases, they may fail to advocate for or individually provide appropriate interventions and supports, thus leading to disproportionate representation (Klingner et al., 2005).
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