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ERIC Number: EJ1090025
Record Type: Journal
Publication Date: 2016-Mar
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-2020
EISSN: N/A
Special Education Policy and Response to Intervention: Identifying Promises and Pitfalls to Advance Social Justice for Diverse Students
Castro-Villarreal, Felicia; Villarreal, Victor; Sullivan, Jeremy R.
Contemporary School Psychology, v20 n1 p10-20 Mar 2016
This article provides a brief overview of special education policy within the context of changing student demographics, with a focus on disproportionate identification for special education and inappropriate educational placement for diverse students. Additionally, it provides an overview of the Response to Intervention (RTI) model and how RTI might overcome some of the limitations of traditional methods for determining special education eligibility and, consequently, address disproportionality and social justice for diverse students. In that vein, we discuss some of the more salient promises and pitfalls of RTI and consider ways to maximize its potential through culturally responsive practices. Finally, we consider some of the intended and unintended consequences of RTI with diverse students, along with recommendations for overcoming the unintended consequences.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A