Special Education leader provides guidance, expertise in key area for ensuring equity for all students
The New York State Education Department’s (NYSED) Culturally Responsive-Sustaining (CR-S) Education Framework provides guidelines for creating equitable learning environments that affirm students’ cultural, linguistic, and racial identities. At the core of the framework is the goal of empowering students—helping them develop the skills to face challenges and become agents of positive social change. In special education, the application of CR-S principles is essential, addressing not only cultural diversity but also the unique learning needs of students with disabilities.
A recent professional learning session led by Dr. Alexandria Connally, Assistant Director of Special Services at SWBOCES, highlighted strategies for integrating these principles into special education classrooms. Dr. Connally’s session emphasized that embracing diversity goes beyond race, ethnicity, and culture—it must also include disability.
“It’s not about merely tolerating differences, but about celebrating and integrating them into the classroom environment,” Dr. Connally said. She encouraged educators to view the CR-S framework as a flexible guide that helps inform culturally responsive teaching, tailored to meet the needs of students with diverse abilities.
A key part of the session was introducing the CR-S Framework Briefs—actionable tools for educators to implement the four core pillars: Asset-Based Approaches, Inclusive and Affirming Practices, High Expectations for All Students, and Culturally Responsive Assessment. Dr. Connally emphasized that these pillars are especially important in special education settings, where students often face unique challenges. By adapting teaching practices to respect and support students’ diverse identities, educators can create inclusive and supportive environments in which all students can thrive.
“This session helped us think critically about how to integrate these practices into our work with students,” Director of Special Services Jessica Walker said. “We are continually striving to create more inclusive, empowering learning environments and one of our goals at SWBOCES Special Services is to provide actionable strategies to accomplish that.”
Teacher Karen Walker, at SWBOCES’ Valhalla Center location, also reflected on the session’s impact, noting how it broadened her understanding of incorporating students’ identities and cultures into lessons while maintaining high expectations. She highlighted the effectiveness of the shared videos, which illustrated real-world applications of the CR-S principles in classrooms.
Dr. Connally concluded the session by emphasizing that culturally responsive-sustaining education is not only about recognizing diversity but about creating practices that respect and affirm the full range of student identities. By integrating these practices into everyday teaching, educators can ensure that all students feel seen, heard, and supported.
Reflecting on the themes of the session, she referenced civil rights leader Cesar Chavez, who said, “Preservation of one’s own culture does not require contempt or disrespect for other cultures,” aligning with the CR-S directive to create an environment where all cultures and identities—whether racial, cultural, or related to learning differences—are embraced and celebrated.
