African American male students are disproportionately represented in special education. The purpose of the current study is to examine the disproportionality of African American male students who are referred to special education programs and are identified special education services, specifically in the areas of Emotional Disturbance (ED), Specific Learning Disability (SLD), and other low incidence disabilities (OTH), which includes Speech & Language Instruction, Other Health Impaired, Autism, and Traumatic Brain Injury, in Northeast Ohio's suburban school district for the 2019-2020 school year. The sample was drawn from a suburban school district in Northeast Ohio which consisted of six schools. CRP and CRT were used as frameworks as a basis to establish an approach that acknowledges the culture of the students. Findings indicated Black males were disproportionately represented in special education programs. Results also indicated that there are significantly more identified Black male students that are receiving free and reduced lunches relative to non-Black male and female students. Findings demonstrate the need for culturally relevant teaching used collectively with Response to Intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]