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ERIC Number: EJ1056724
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: EISSN-1946-7109
Inequities of Intervention among Culturally and Linguistically Diverse Students
Cramer, Liz
Penn GSE Perspectives on Urban Education, v12 n1 Spr 2015
Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability categories and unequal access to general education curricula and settings. Students with disabilities, particularly those from CLD backgrounds, continue to achieve below their peers. RTI implementation has been touted to ameliorate these discrepancies. This article calls for systematic and culturally responsive study of RTI implementation within urban districts.
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A