Mindful Reflection as a Process for Developing Culturally Responsive Practices

Abstract

In this article the authors discuss the use of mindful reflection and communication as a method for developing culturally responsive practices in teachers who may not be familiar with the cultural backgrounds of some students. The topic is discussed in light of a movement within education and teacher education to reduce unnecessary special education referrals and the overrepresentation of minority students in special education programs. The authors discuss the meaning of diversity to teachers, bias in classroom interactions, and communication in the classroom. Other topics include the deficit thinking model and teacher assumptions about students regarding success or failure.