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What is Culturally and Linguistically Responsive Multi-Tiered System of Supports (CLR MTSS)

Chapter 6
Bilingual Special Education for the 21st Century: A New Interface
Within a multi-tiered system of support framework, assessment, instruction, and interventions attend to students’ academic, linguistic, and cultural backgrounds.
Published in Chapter:
After the IEP: Providing Culturally and Linguistically Sustaining Specially-Designed Instruction
Julie Esparza Brown (Portland State University, USA) and Amanda K. Sanford (Portland State University, USA)
Copyright: © 2022 |Pages: 33
DOI: 10.4018/978-1-7998-9043-0.ch006
Abstract
This chapter focuses on specially designed instruction (SDI) for multilingual learners with disabilities (MLSwD) aligned with their individual education programs (IEP) and language support needs. First, multilingual students (MLs) and the services they receive within general education are described. Then, the features of effective instruction for MLs using a culturally and linguistically responsive multi-tiered systems of support (CLR MTSS) framework are delineated. Next, the chapter describes the development of SDI that considers MLSwD disability-related needs and cultural and linguistic backgrounds for students who qualify for special education services. The chapter concludes with examples of instructional planning using the PLUSS framework to address their unique cultural backgrounds and linguistic and educational needs.
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