This research study presents an overview of literature related to school- and teacher-based factors that contribute to issues of disproportionality related to social-emotional challenges and emotional disturbance. It concludes with the recommendation for an integrated framework of culturally responsive practice and social-emotional learning as an approach to target these factors.
Citation/Source
Sciuchetti, Maria B. 2017. “Addressing Inequity in Special Education: An Integrated Framework for Culturally Responsive Social Emotional Practice.” Psychology in the Schools 54 (10): 1245–1251.
