Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems

By J. Klingner, Alfredo J. Artiles, E. Kozleski, B. Harry, Shelley D. Zion, W. Tate, G. Z. Durán, David Riley. 2005

350 citations recorded by the source corpus.

In this article, we present a conceptual framework for addressing the disproportionate representation of culturally and linguistically diverse students in special education. The cornerstone of our approach to addressing disproportionate representation is through the creation of culturally responsive educational systems. Our goal is to assist practitioners, researchers, and policy makers in coalescing around culturally responsive, evidence-based interventions and strategic improvements in practice and policy to improve students’ educational opportunities in general education and reduce inappropriate referrals to and placement in special education. We envision this work as cutting across three interrelated domains: policies, practices, and people. Policies include those guidelines enacted at federal, state, district, and school levels that influence funding, resource allocation, accountability, and other key aspects of schooling. We use the notion of practice in two ways, in the instrumental sense of daily practices that all cultural beings engage in to navigate and survive their worlds, and also in a technical sense to describe the procedures and strategies devised for the purpose of maximizing students’ learning outcomes. People include all those in the broad educational system: administrators, teacher educators, teachers, community members, families, and the children whose opportunities we wish to improve.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7c0a33874d8ea296f5e4ae0a321040ad4f6fc099

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In Clinical Psychology

In Education

Citations in the corpus

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013, background): “…is based on factors beyond students’ medical, developmental, or cognitive functioning is widespread, reflected in the focus on the high-incidence, or “subjective,” disability categories rather than the more physically based disabilities (e.g., Artiles & Trent, 1994; Klingner et al., 2005).”
A Contextual Consideration of Culture and School-Wide Positive Behavior Support (2012, background): “Klingner et al. (2005) provide an excellent summary for our conclusions: For these reasons, we take the stance that schoolwide PBS interventions should be proactive and promote a positive, culturally responsive climate that is conducive to learning by all.”
Devalued Black and Latino Racial Identities (2016, background): “Research supports the finding that some African American students actively reject the opportunity to move fluidly between cultural contexts, such as the culture of origin and the mainstream (White middle-class) culture (Klingner et al., 2005).”
Culturally resPonsiVe teaChing (2008, background): “Research shows that school personnel often ignore this variation or view differences as examples of deviance in need of correction (Klingner et al., 2005).”
Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, neutral): “, 2010), (e) enhancing teachers’ cultural awareness and knowledge (Cartledge, Singh, & Gibson, 2008; Delpit, 1992; Ladson-Billings & Tate, 1995; Singleton & Linton, 2006; Weinstein, Tomlinson-Clarke, & Curran, 2004), (f) frequent positive feedback (Cartledge, Sentelle, Loe, Lambert, & Reed, 2001; Kl”
The Miner’s Canary (2010, background): “The second reason suggests that students placed in segregated settings may be denied access to the general education curriculum and the least restrictive environment, receiving services that do not meet their individual educational needs (Klingner et al., 2005).”
Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation (2009, background): “Moreover, mounting research suggests that culturally responsive educational leadership positively influences academic achievement and students’ engagement with the school environment (Banks & McGee-Banks, 2004; Gurin, Dey, Hurtado, & Gurin, 2002; Johnson, 2003, 2006; Juettner, 2003; Klingner et al.,”
Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model (2006, background): “RTI also moves away from the "wait to fail" (Klingner et al., 2005) mentality special education has historically been accused of supporting, where children have to struggle significantly before receiving specialized support.”