This exploratory qualitative study examines the perceptions of ten Haitian parents regarding their child with a disability, the education the child was receiving, their interaction with the school system, and how the disability has affected their relationship with their child and their involvement with the school. Data were obtained from interviews and analyzed using constant comparative techniques. Findings revealed that parents seldom disagreed with school personnel and did not fully grasp the different methods available to address their concerns, nor the role they were expected to play in the process. Overall, parents' perceptions were guided by two core concepts: coping mechanisms and locus of control. Implications of these perceptions and recommendations for future research are discussed.

The use of culturally relevant material for urban students with special education/reading risk is frequently promoted in the literature; however, the empirical evidence appears limited. This study included eight African American urban second-grade students who scored within the at-risk range on the DIBELS Oral Reading Fluency measure. The students read culturally relevant and non-culturally relevant passages to assess differences in reading fluency, comprehension, and passage likeability. Results from an alternating treatment design and the Wilcoxon test indicated that students were more fluent on passages that were culturally relevant. Comprehension and passage likability assessments favored the culturally relevant passages but were not statistically significant. Findings are discussed relative to the beneficial effects of culturally relevant materials for culturally diverse populations.

In this article, we argue for the importance of all teacher educators engaging in a culturally responsive practice in their university classrooms. Whereas the literature is replete with recommendations regarding the use of a culturally responsive practice in P-12 settings, it is virtually silent on the use of such a practice in higher education settings. Given the changing demographics in our nation's schools, including in postsecondary settings, we strongly suggest this practice to maximize teacher candidates' learning and to influence their choice of teaching strategy and philosophy. We propose eight university teaching recommendations that are research-based and drawn from the work of various scholars who offer well-conceptualized and comprehensive texts that describe a culturally responsive practice.