Search results for: Devereaux Temma Harris

The goals of this study were to determine special education faculty members' perceptions of the culturally responsive professional development program and how it impacted them and their practice. The authors conducted interviews with 12 White faculty members from a large Western university's special education program. Faculty expressed likes and dislikes of the program and provided suggestions for future professional development. Faculty reported increased understanding of culturally responsive practices and the impact of culture and language in education. They indicated they had made changes in their curriculum, assessment, pedagogy, and supports provided.