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Culturally Responsive Practices in Schools: A Checklist to Address Disproportionality in Special Education

The overrepresentation of students with racial, cultural, ethnic, and linguistic diversity (RCELD) in special education has been well documented for over 30 years (Artiles, Harry, Reschly, & Chinn, 2002; Connor & Boskin, 2001; Coutinho & Oswald, 2000; Harry & Klinger, 2006; Patton, 1998). This phenomenon is known as disproportionality. Disproportionality is generally defined as "the representation of a particular group of students at a rate different than that found in the general population" (Gravois & Rosenfield, 2006, p. 42). A complex interplay of economic and demographic variables-including poverty, culture, geography, and language, which is termed as "the new ...

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