ABSTRACT
Chapter Overview This chapter examines cultural validity in the assessment of bilingual students. It includes an overview of the response to intervention model and selected research results concerning its use with English language learners (ELLs) and a discussion of the overrepresentation of bilingual students in programs for students with disabilities and cultural responsive referral and assessment practices. Also, the chapter provides recommendations for practitioners to best understand and address cultural differences in making eligibility and referral decisions.
