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...... It is noted in the work of Knotek (2003) that school counselors are in a unique position to address the problem of overrepresentation of minority youth through early intervention and specifically that reduction of the numbers of special education students from the groups of minority students can be addressed through pre-referral and ancillary services. Pre-referral services are described as effective in the work of Craig, Hull, Haggart and Perez-Selle (2000) who defines these services as interventions that are used in implementation and identification of assistance to students addressing their needs, strengths and the social and educational issues, along with medical history as well as the linguistic background, and the experiential and cultural background of these students. Specific strategies stated include:
(1)Individualized behavior contracts;
(2) Counseling techniques; and
(3) Culturally appropriate reinforcements that encourage positive behavior

The work of Harris-Murri, King and Rostenberg (2006) entitled: Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model states regardless of the suspected disability category , the addition of (Response to Intervention) RTI eligibility determination model to IDEA brings the consideration of interpersonal and institutional factors which may prevent or contribute to students academic and

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