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ERIC Number: EJ1108021
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1547-1888
Special Education Disproportionality: A Review of Response to Intervention and Culturally Relevant Pedagogy
Cartledge, Gwendolyn; Kea, Cathy D.; Watson, Martreece; Oif, Alana
Multiple Voices for Ethnically Diverse Exceptional Learners, v16 n1 p29-49 Spr 2016
Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of overrepresentation in special education programs. The purpose of this paper is to review the existing research to examine the effects of RtI on minority students and the combined effects of RtI and CRP on minority students. The reviews of these works are discussed to assess whether the Morgan et al. (2015) recommendation for the U.S. Department of Education to recall its efforts to reduce minority disproportionality is justified.
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: N/A