Twice Othered: Results of a Latent Content Analysis Exploring Cultural Responsiveness and Learning Disabilities
2025-11-22
Eric Shyman
Culturally and Linguistically Diverse (CLD) students with Specific Learning Disabilities (SLD) are overrepresented in the school population but often receive inconsistent and culturally irrelevant instruction. This paper reports on the results of a latent content analysis of extant literature to provide four main themes that can be used to better organize, design, and implement culturally responsive instruction and research for CLD students with SLD. An exhaustive literature review and latent content analysis was conducted on the extant literature involving CLD students with SLD. Four major themes were identified from the latent content analysis: (a) the need for a broader concept of culture, (b) general adoption of a deficit-based perspective, (c) unfair and unrepresentative standards and assessments, and (d) need for increased professional development for teachers.