---
---
---
---
---
---
 |
 |
NIUSIpart of the Education Reform NetworksReducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention ModelThis article presents an argument for the need for culturally responsive Response to Intervention (RTI) as an approach for reducing disproportionate minority representation in Special Education Programs for Students with Emotional Disturbances. Authors present an overview of the RTI model as initially intended for use in determining IDEA eligibility category of Specific Learning Disability (SLD), discuss current literature that examines the use of RTI for evaluation of Emotional Disturbances (ED), and highlight research-based instruction and intervention practices of culturally responsive pedagogy. Then, we discuss the integration of such practices into an RTI model for the evaluation of ED. The intent of the authors is that through discussion and development of a culturally responsive approach to RTI for culturally and linguistically diverse (CLD) students who display social, emotional, and behavioral difficulties, disproportionate representation and assumption of within-child deficits, can be effectively addressed and remedied.
This resource is cataloged under: More like this one
|
|
 |
|
Funded by the