Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

Prereferral Interventions

“…Incorporation of second language learners' culture conveys the message that their identities are valued, as well as facilitating language acquisition through meaningful background knowledge (García & Ortiz, 2004).…”

“…English language learners should not be viewed as lacking knowledge just because they are not familiar with everyday concepts in the mainstream classroom. These students come to the classroom with valuable background knowledge (García & Ortiz, 2004). In a study on providing support for ELLs in the social studies classroom, Egbert and Simich-Dudgeon (2001) show how encouraging students to incorporate their cultural perspectives on topics such as war facilitates the story-writing process.…”

“…Many researchers have recommended the use of pre-referral teams to ensure the development and implementation of appropriate instructional interventions with ELLs, and thus reduce the probability of inappropriate referral and placement in special education (García & Ortiz, 2004;Ortiz & Wilkinson, 1991). For example, García and Ortiz' (2004) pre-referral model for second language learners prescribes that TAT-type pre-referral teams determine whether the failing student's classroom curriculum is one known to be effective with English language learners.…”

“…For example, García and Ortiz' (2004) pre-referral model for second language learners prescribes that TAT-type pre-referral teams determine whether the failing student's classroom curriculum is one known to be effective with English language learners. However, in the particular case of the district studied, the Stage II multidisciplinary team did not resemble a TAT-type team, but rather an IAT-type team.…”

“…The first step in the appropriate implementation of RTI with ELLs would include the use of research-based best-practice general education instruction for ELLs, such as culturally and linguistically sensitive curricula, linguistically appropriate instruction, scaffolding techniques, thematic instruction, and classroom discussions. The next step of appropriate implementation of RTI with ELLs would include best practice interventions for struggling ELLs, such as clinical teaching (García & Ortiz, 2004).…”