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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Ethics, Power, and Privilege: Salient Issues in the Development of Multicultural Competencies for Teachers Serving African American Children with Disabilities

Norma L. Day-Vines

College of William and Mary, School of Education, Division of School Psychology and Counselor Education in Williamsburg, VA

This article addresses educators' ethical responsibility for recognizing the inherent dignity and worth of African American students with disabilities. The article opens with a brief overview of multicultural education and continues with a three-pronged model for addressing multicultural competencies: awareness, knowledge, and skills. Awareness involves recognizing personal biases and structural inequalities that impede academic achievement of African American youngsters with special needs. Knowledge competencies entail the acquisition of factual information about culturally distinct groups. Skill encompasses the integration of awareness and knowledge competencies that contribute to skill development. Several strategies for promoting multicultural education are discussed.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 23, No. 1, 3-18 (2000)
DOI: 10.1177/088840640002300104
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