Journal of Education & Social Policy

Reducing the Over-Identification of Children from Culturally Linguistically Diverse Backgrounds through RtI
Yanhui Pang

Abstract
Over-identification of children from culturally linguistically diverse (CLD) families for special education remains an issue. Factors associated with the over-identification include stereotypical opinions towards certain cultures, lack of multicultural knowledge among K-12 teachers, adoption of single assessment method for eligibility of special education categories, and ignorance of the impact of language delay on academic development among young children from CLD backgrounds. In this study benefits of adopting Response to Intervention (RtI) to reduce over-identification of CLD children in special education are discussed in depth, followed by a discussion of challenges posed to K-12 teachers when adopting RtI and related solutions to these challenges.

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