First Advisor

Correa-Torres, Silvia M.

First Committee Member

Bowen, Sandy

Second Committee Member

Pierce, Corey

Third Committee Member

Tsai, Chia-Lin

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

Abstract

The integration of culturally and linguistically responsive practices (CLRP) within the Multi-Tiered System of Support (MTSS) framework has been recognized as a promising method for improving learning opportunities for diverse students. However, little to no research has been conducted on the intersection of CLRP within the MTSS framework to support students with disabilities in dual language immersion schools (DLI). This lack of research has posed challenges for educators seeking effective strategies to support diverse learners with disabilities in such settings. Therefore, the purposes of this qualitative case study were to (a) explore how a dual language immersion school utilizes the MTSS framework to support students with disabilities who are culturally and linguistically diverse and (b) contribute to the current literature regarding integrating CLRP within the MTSS model to adequately implement in DLI settings for students with disabilities. I explored the experiences of four teachers regarding MTSS implementation for CLD students with disabilities. Each participant participated in a semi-structured interview, classroom observation, and a follow-up interview which identified six themes through which educators implemented CLRP through the MTSS framework. Findings revealed the following six themes: (a) use of visual and multimodal supports, (b) integration of cultural and community-building practices, (c) application of differentiation and reinforcement strategies, (d) embedding diverse practices in the MTSS framework, (e) professional development and institutional resources, and (f) data-driven instruction within the MTSS framework. Findings highlighted that teachers adapted MTSS interventions and instructional practices to address students’ linguistic background and cultural experiences, demonstrating that responsiveness within MTSS can enhance both student participation and learning. These findings also highlighted the need for schools to implement MTSS as a contextually responsive framework that accounts for students’ cultural and linguistic identities. Implications include the importance of professional development focused on CLRP integration, the use of culturally valid data practices, collaboration with families, and the need for systemic approaches that sustain equitable MTSS implementation in dual language schools. Future research should explore these processes across multiple sites over a longer period of time to identify the structures that make CLRP-MTSS implementation both effective and sustainable, for more diverse participants, and investigate institutional support impacts on practices.re diverse participants, and investigate institutional support impacts on practices.

Abstract Format

html

Keywords

Culturally and Linguistically Diverse (CLD); Culturally and Linguistically Responsive Practices (CLRP); Dual Language Immersion (DLI); Students with Disabilities (SWD); Multi-Tiered System of Support (MTSS)

Language

English

Extent

205 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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