Promoting Equitable Outcomes In Special Education And Rehabilitation Through Culturally Responsive Counselling Practices
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors
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Haruna Saidu
University Wukari Taraba State -
Atabor Micheal
University Wukari Taraba State
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- Keywords:
- Culturally responsive counselling, disparities, special education, rehabilitation, cultural competence, systemic change, equity, CLD populations
- Abstract
- This article examines the persistent disparities in special education and rehabilitation outcomes experienced by culturally and linguistically diverse (CLD) populations. Despite legislative efforts and professional standards emphasizing equity, significant gaps remain across identification, access, family engagement, and long-term outcomes. The paper advocates for the integration of culturally responsive counselling practices as a transformative approach to address these inequities. Drawing on various theoretical frameworks including multicultural counselling, critical disability theory, ecological systems theory, and strength-based approaches the article outlines key elements of culturally responsive practice. It further discusses systemic considerations, implementation strategies, and evaluation methods to promote sustainable change. Ultimately, the article underscores the importance of a comprehensive, systemic shift toward culturally cantered practices to achieve equitable outcomes in special education and rehabilitation.
- References
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