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Topical Link Collections / Responsiveness to Intervention / Disproportionate Representation and RtI

Data indicates that there is overrepresentation of some minorities and genders in special education and underrepresentation of others. RtI is seen as a process that will lead to more accurate identification, resulting in fewer issues of disproportionality. In addition, there are critical linguistic and cultural considerations that must be part of any discussion about or design of RtI.

National RtI Action Network: Diversity & Disproportionality

Articles in this section address many aspects of working with diverse student populations. In the introductory article, John Hosp of Florida State University presents background information on the disproportionate representation of culturally and linguistically diverse students in special education programs and describes how the core principles of RTI have the potential to address issues surrounding disproportionality.

Cultural Considerations and Challenges in Response-to-Intervention Models

The National Center for Culturally Responsive Educational Systems (NCCRESt) has recently published a position statement paper that outlines these considerations. (2005)