Work

Culturally and Linguistically Responsive MTSS: Ethical and Actionable Strategies for Supporting Multilingual Learners in Multi‐Tiered Frameworks

Year: 2025

Type: article

Abstract: ABSTRACT This paper examines the ethical and legal considerations in providing services to multilingual learners (MLs) before special education evaluations, focusing on the decision‐making process within Multi‐Tiered System of Supports (MTSS). Legal mandates require districts to ensure MLs have equitable access to the general education curriculum and are provided with language support before special education assessment. However, school teams often face ethical and logistical challenges navigating MLs through MTSS, especially when employing a “one size fits all” approach. The unique needs of MLs may be overlooked, leading to misinterpretation of language differences as learning disabilities. Drawing on Armistead et al.'s (2011) problem‐solving model and the National Association of School Psychologists' ethical guidelines, practical and actionable recommendations are provided for adapting MTSS to meet MLs' needs and foster culturally and linguistically responsive MTSS. Clinical Trial Registration . Not applicable, as this study did not involve a clinical trial.

Source: Psychology in the Schools

DOI: 10.1002/pits.23533