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ERIC Number: EJ778082
Record Type: Journal
Publication Date: 2006-Nov
Pages: 21
Abstractor: Author
Reference Count: 52
ISSN: ISSN-0748-8491
Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model
Harris-Murri, Nancy; King, Kathleen; Rostenberg, Dalia
Education and Treatment of Children, v29 n4 p779-799 Nov 2006
The purpose of this article is to present 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. We 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. Our intent 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.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act