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ERIC Number: EJ1065903
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 74
Perspectives on Culturally and Linguistically Responsive RtI Pedagogics through a Cultural and Linguistic Lens
Montalvo, Ricardo; Combes, Bertina H.; Kea, Cathy D.
Interdisciplinary Journal of Teaching and Learning, v4 n3 p203-219 Fall 2014
Response to intervention (RtI) originates from national legislation and critical research of evidence-based practices for low performing students and students at-risk of failing or receiving special education services. RtI proactively facilitates culturally and linguistically responsive pedagogy for culturally and linguistically diverse (CLD) students. With evidence-based practices, RtI when infused with culturally responsive pedagogy, has the potential to decrease the over-representation of CLD students in special education. This article examines RtI through a cultural and linguistic lens, addresses implementation challenges for CLD students, and emphasizes the importance of a culturally and linguistically responsive RtI approach that connects students' cultural knowledge, experiences, and learning styles to the academic and performance skills they need to learn and know.
Descriptors: Cultural Awareness, Response to Intervention, Cultural Differences, Special Education, English (Second Language), Second Language Learning, At Risk Students, Academic Failure, Cognitive Style, Culturally Relevant Education, Educational Practices, Academic Achievement, Educational Legislation, Disproportionate Representation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A