Fostering Critical Thinking In Special Education: Quantitative Cognitive Perspectives On Culturally Responsive Teaching

Abstract

This study aims to investigate the impact of culturally responsive teaching (CRT) strategies on the critical thinking skills of special education students with disabilities. Quantitative research methodology was used to collect data from a randomly chosen sample of kids across many metropolitan school districts. Standardized examinations and questionnaires were used to evaluate competency in CRT and critical thinking abilities. Statistical studies were conducted to examine the connections between CRT practices and critical thinking scores. The analyses included t-tests, ANOVA, regression, correlation, and ANCOVA. Even after considering variables such as students' previous academic achievements, the findings still indicate a positive correlation between CRT methods and students' critical thinking skills. This study contributes to the current literature by showing that CRT is successful in promoting cognitive development in special education environments. Continued study on the intersection of critical thinking, disability, and culturally responsive pedagogies is important. It is also crucial for educators, policymakers, and researchers to have comprehensive training in these areas.