Multicultural Considerations for the Identification of Individuals with Disabilities

Diversity, equity, inclusion, and belonging (DEIB) are essential in creating an inclusive classroom for students with disabilities. Teachers should use culturally responsive instructional practices and assessments, considering students’ and their families’ cultural and linguistic backgrounds. This involves 

• using evidence-based practices (high-leverage practices, or HLPs), 
• choosing appropriate assessments, 
• ensuring cultural and linguistic access, and 
• exploring alternative assessment methods. 

Considering multicultural factors in identifying individuals with disabilities leads to a better understanding of student abilities, personalized interventions, and an inclusive educational experience for all.

Read the Diversity, Equity, and Inclusion in the Classroom section on page 15. 

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