Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Joyce Barry, EdD

Second Advisor

Paula Lester, PhD

Third Advisor

Grace Pai, PhD

Abstract

With more immigrant students in American classrooms, it is more important than ever to use culturally responsive teaching. Even after years of policy changes, English Language Learners (ELLs) are still placed in special education programs at higher rates than expected. This quantitative study examines how teachers’ understanding and use of New York State’s Culturally Responsive-Sustaining Education (CR-S) framework affect their decisions when referring ELL students for special education evaluation. Many educators struggle to distinguish between language-learning challenges and real learning disabilities. This frequently happens because they are not fully aware of cultural differences or do not use culturally responsive teaching methods. When teachers do not understand the complexities of learning a second language, they might mistake normal language development for a disability. This can lead to English Language Learnerning students being misidentified and placed in special education programs. This study investigates three main questions: To what extent are teachers competent in implementing a culturally responsive and sustaining education framework in their teaching practices to meet the needs of diverse students? What factors impact educators' beliefs in, and implementation of, culturally responsive and sustaining education in their teaching practices? What is the correlation between teachers' competence in applying the culturally responsive and sustaining education framework in their teaching practices and the referral of 'underachieving students to special education? that educators' lack of awareness of cultural diversity can lead to the under- or non-implementation of culturally relevant and sustainable pedagogy, contributing to the misidentification of English Language Learners (ELLs) as having special needs. Accordingly, this can result in their inappropriate placement into special education programs. This study is based on Vygotsky’s Sociocultural Theory and New York State’s CR-S Education Framework. It uses a non-experimental, quantitative approach, with surveys administered to elementary teachers across Nassau, Suffolk, Westchester, Rockland, and Putnam Counties, New York. The surveys measure teachers’ cultural competence and their use of the CR-S framework. Teachers also respond to short stories about hypothetical ELL students facing academic challenges to see how they make decisions. This study is important because it can help shape educational policy and practice by showing how teachers’ cultural awareness and use of the CR-S framework affect their referral decisions. The study's findings could help reduce the number of ELL students who are misidentified as having learning disabilities and support more equitable educational outcomes. By focusing on the correlation between CR-S competence and special education referrals, this research fills a key gap in understanding how culturally responsive teaching can prevent disproportionality in special education. This research is timely because New York State has recently adopted the CR-S framework and is working to address educational inequities. The findings will offer useful insights for educators, administrators, and policymakers who want to see cultural and language diversity as strengths. This can help ensure that all students receive the right educational placements and services.

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