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Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model

This 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.

  • Contributor: Harris-Murri, Nancy, King, Kathleen, Rostenberg, Dalia
  • Journal/Secondary Title: Education & Treatment of Children
  • Notes: Education & Treatment of Children Article 07488491 Accession Number: 23040434; Harris-Murri, Nancy 1 Email Address: [email protected] King, Kathleen 1 Rostenberg, Dalia 1; Affiliations: 1: Arizona State University; Source Information: Nov2006, Vol. 29 Issue 4, p779; Subject Term: ADJUSTMENT disorders in children; Subject Term: BEHAVIORAL assessment; Subject Term: EDUCATION & state; Subject Term: INTERPERSONAL relations; Subject Term: LEARNING disabilities; Subject Term: SOCIAL interaction; Subject Term: SPECIAL education; Subject Term: STUDENTS -- Attitudes; Subject Term: BEHAVIOR disorders; Number of Pages: 21p; Document Type: Article
  • Number: 4
  • Publisher: ETC
  • Volume: 29
  • Year: 2006

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