Cultural Diversity
Cultural diversity refers to the differences among individuals based on their personal experiences and attributes.
A person's culture may include their race, ethnicity, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socioeconomic background. Additionally, cultural norms may be influenced by these differences, such as peer and social group interactions and family or community values.
Often, cultural and linguistic diversities are mentioned together (CLD). While cultural diversity may often include linguistic diversity, the two terms are not interchangeable.
Special educators must be culturally responsive to all students, especially those students with disabilities whose culture may influence their educational decisions and outcomes.
As we began our tenure as editors of Exceptional Children (EC) in 2023, we committed to a set of interconnected goals, aligned with the Council for Exceptional Children's (CEC's) mission, to realize...
Journal Name:
Exceptional Children
Publish date:
03/10/2026
Pilot Implementation of a Culturally Adapted Training for Caregivers of Young Autistic Children: A Mixed Methods Study
The demand for services and resources to support individuals with autism has increased in correspondence with the rising prevalence of autism around the globe. However, there is limited availability...
Journal Name:
Exceptional Children
Publish date:
10/03/2025
Head Start Teachers’ Perceptions of Bilingualism for Preschoolers Without and With Disabilities
Young emergent bilinguals (EBs) without, with, or considered at-risk for disabilities, thrive in environments that encourage using their full linguistic repertoire, including their home language and...
Journal Name:
Exceptional Children
Publish date:
10/21/2025
Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process
Family participation in the special education process has been federally mandated for 40 years, and educators recognize that effective collaboration with their students’ families leads to improved...
Journal Name:
TEACHING Exceptional Children
Publish date:
07/31/2017
TEACHING Exceptional Children 58-5: Collective Impact
Articles in this edition: Collective Impact: Responsive Practitioners President's Message: Mending The Garden Elevating Culturally Responsive Practices of School Practitioners Teacher Reflexivity and...
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Culture, Identity, and Connection: Rethinking Special Education Through a Broader Lens
Special education is often centered on individual needs, personalized supports, and student-specific goals. But what happens when educators broaden that lens and consider the cultural identities...
Publish Date:
July 10, 2026
Pilot Implementation of a Culturally Adapted Training for Caregivers of Young Autistic Children: A Mixed Methods Study
The demand for services and resources to support individuals with autism has increased in correspondence with the rising prevalence of autism around the globe. However, there is limited availability...
Journal Name:
Exceptional Children
Publish date:
10/03/2025
Guiding Questions for a Culturally Responsive Framework During Preemployment Transition Services
The Workforce Innovation and Opportunity Act (WIOA; 2014) guidelines require state VR agencies in coordination with local education agencies (e.g., K−12 schools) to deliver pre-ETS, including (a) job...
Journal Name:
TEACHING Exceptional Children
Publish date:
01/18/2021
One Plus One Is More Than Two: Empowering Families of Minoritized, Young, Twice-Exceptional Dual Language Learners
The early concepts of giftedness are rooted in racism through a very narrowly defined vision of intelligence focusing on White affluent men of European descent (DuBois & Greene, 2021). Minoritized...
Journal Name:
TEACHING Exceptional Children
Publish date:
11/24/2023
How Did You Get Here? You’re Not Supposed to Be Here: Supporting the Social-Emotional and Mental Health Needs of Minoritized Twice Exceptional Students
Twice exceptional (2e) students are often discussed broadly but frequently underidentified in U.S. schools. These students have "superior intellectual ability [and] exhibit a significant discrepancy...
Journal Name:
TEACHING Exceptional Children
Publish date:
02/08/2022