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

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Title: Culturally and Linguistically Responsive MTSS: Ethical and Actionable Strategies for Supporting Multilingual Learners in Multi‐Tiered Frameworks.
Authors: Robles, Arnold Rodríguez (AUTHOR), Quirk, Matthew (AUTHOR), Paul, Meghna (AUTHOR), Perez, Emmanuel (AUTHOR), McGuinness, Julian (AUTHOR), Dowdy, Erin (AUTHOR), Gonzalez, Emily Grande (AUTHOR), Lara, Claudia Zavala (AUTHOR), Draper‐Rodriguez, Catherine (AUTHOR)
Source: Psychology in the Schools. Sep2025, Vol. 62 Issue 9, p3173-3183. 11p.
Subjects: Multilingual education, Ethical problems, National Association of School Psychologists, School psychologists, Legal compliance, Cultural competence
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. Summary: Meeting the unique needs of multilingual learners (MLs) within Multi‐Tiered System of Supports (MTSS) may pose challenges, requiring ethical, legal, and practical considerations.Integrating culturally and linguistically responsive (CLR) practices into MTSS enhances the effectiveness and equity of supports for diverse student populations.School psychologists play a pivotal role in advancing CLR‐MTSS frameworks while addressing ethical and legal responsibilities when supporting MLs. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Culturally and Linguistically Responsive MTSS: Ethical and Actionable Strategies for Supporting Multilingual Learners in Multi‐Tiered Frameworks.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Sep2025, Vol. 62 Issue 9, p3173-3183. 11p.
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  Data: 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. Summary: Meeting the unique needs of multilingual learners (MLs) within Multi‐Tiered System of Supports (MTSS) may pose challenges, requiring ethical, legal, and practical considerations.Integrating culturally and linguistically responsive (CLR) practices into MTSS enhances the effectiveness and equity of supports for diverse student populations.School psychologists play a pivotal role in advancing CLR‐MTSS frameworks while addressing ethical and legal responsibilities when supporting MLs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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