Friendship with Old Order Mennonite Teachers Develops Cultural Responsiveness in Preservice Special Education Teachers

Abstract

Developing preservice teachers with a strong understanding of culturally relevant pedagogy should be a priority for all teacher education programs. Although much focus is placed on diversity in urban areas, diverse classrooms are found in all education settings. This paper demonstrates how a rural opportunity expanded the cultural awareness and culturally responsive teaching of four preservice special education teachers. Knowledge shared between teachers in an Old Order Mennonite community and these preservice teachers resulted in growth for all participants. Through immersion with the Mennonite community, four key themes emerged: (a) culturally relevant communication, (b) goal setting, (c) culturally sensitive curriculum materials, and (d) creation of a classroom to match the students' needs.