What is Evidence-Based Instruction

Disproportionality in special education is an ongoing concern in the United States. Often a mismatch between the cultural values and expectations of teachers and students places culturally diverse students at risk for special education. Such disproportionate placement then adversely affects academic achievement of culturally diverse students. This chapter describes pedagogical approaches for promoting cultural responsiveness of preservice teachers with regards to disproportionality in special education. First, differences across culturally diverse groups and interactions between environmental factors are reviewed. Thereafter, pedagogical approaches for advancing preservice teachers' cultural responsiveness are described. Next, risk factors related to culturally diverse students' disproportionate placement in special education are pinpointed, and instructional approaches for addressing disproportionality in special education are explained. Finally, recommendations and future research directions for addressing disproportionality in special education are highlighted.