| Abstract: | Recognizing that issues associated with the disproportionate representation in special education programs of culturally and linguistically different children will remain of vital concern to school psychologists and special educators in the decade ahead, a three-tiered response model is proposed. The intent of the model is to organize a variety of strategies along dimensions of the focus of implementation. Level one relates to the individual practitioner, level two to the educational process, and level three refers to a larger scaled systematic response to the issues. Effective practical suggestions are offered by the authors. |
