Resources
- Allen, R., & Steed, E. A. (2016). Culturally responsive pyramid model practices: Program-wide positive behavior support for young children. Topics in Early Childhood Special Education, 36(3), 165–175.
- Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15, 613–629.
- Hoover, J., & Soltero-Gonzáles, L. (2018). Educator preparation for developing culturally and linguistically responsive MTSS in rural community elementary schools. Teacher Education and Special Education, 41(3), 188–202.
- Kim, S. (2016). Use of video modeling to teach developmentally appropriate play with Korean American children with autism. Research and Practice for Persons with Severe Disabilities, 41(3), 158–172.
- Mazhali, C., & Raj, V. D. A. (2018). Culture and curriculum. Language in India, 18(4), 158–161.
- McDevitt, S., Jiang, H., & Xu, Y. (2019, October). Cross-cultural curricular adaptations for teaching children with autism: Effectiveness, benefits, and challenges. Poster session presented at the annual meeting of the Division for Early Childhood (DEC), Dallas, TX.
- Trainor, A. A., & Bal, A. (2014). Development and preliminary analysis of a rubric for culturally responsive research. Journal of Special Education, 47(4), 203–216.
- Wang, H., & Casillas, N. (2012). Asian American parents’ experiences of raising children with autism: Multicultural family perspective. Journal of Asian and African Studies, 48(5), 594–606.
- Yang, W. (2019). Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership. Contemporary Issues in Early Childhood, 20(1), 35–52.