Response to intervention (RTI) is essential in school psychology, particularly in special schools. There is a need to develop and implement culturally accessible RTI to meet the behavioral and academic needs of each student. This model is necessary to reduce the unbalanced marginal representation of emotionally disturbed students in special education. RTI models in school psychology emphasize the importance of assessing ideologies and perceptions at the school, home, and community levels as a method of implementing various interventions. This involves recognizing the cultural variations that this procedure entails. It is prudent that a school psychologist be competent in assessing language skills. This can only be possible if they possess vital knowledge regarding language development and mastery. This allows school psychologists to recognize when a child/learner is developing two different languages ​​simultaneously and when they are acquiring a second language. During these phases of language development, a child is likely to undergo various processes...