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ERIC Number: EJ1062193
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0013-1857
Understanding the Philosophical Foundations of Disabilities to Maximize the Potential of Response to Intervention
Kuo, Nai-Cheng
Educational Philosophy and Theory, v47 n7 p647-660 2015
In the United States and elsewhere in the world, disabilities are being studied by two different schools of thought: special education and disability studies. In the field of special education, analyses are often pragmatic and instrumental. In contrast, analyses in the field of disability studies are often historical and cultural, explaining disabilities as constructed by social value. This lack of agreement about disabilities leads us to ask: How can practitioners and researchers begin to address the issue of which students might need intensive interventions for their disabilities through the response to intervention (RTI) approach when disabilities are viewed so differently by scholars in the field? In this article I compare and contrast the philosophical foundations of disabilities in special education and disability studies and conclude that the dimensions of pragmatic, instrumental, historical, and cultural factors must be taken into account in order to achieve both the macro and micro levels of RTI implementation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A