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ERIC Number: EJ1165634
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2053-535X
Using Response to Intervention/Multi-Tiered Systems of Supports to Promote Social Justice in Schools
Avant, Deneca Winfrey
Journal for Multicultural Education, v10 n4 p507-520 2016
Purpose: The purpose of this study was to explore the use of response to intervention/multi-tiered systems of supports (RtI/MTSS) in promoting social justice in schools. Design/methodology/approach: This study used survey research, using a 32-item questionnaire, and presented results of approximately 200 school social workers (SSWs). Findings: Findings suggest that RtI/MTSS encourages a sense of fairness for students by providing a greater understanding of culturally diverse approaches although some room for improvement does exist. Practical implications: Implications for addressing educational interventions with explicit cultural responsiveness are discussed. Originality/value: As more diverse students are entering the school system, different backgrounds and learning styles must be taken into consideration. Unfortunately, many schools today continue a legacy of deficit thinking and marginalization (Shields et al., 2005). An expansion of school programs and services are needed to better serve changing student demographics. SSWs lead the way in this paradigm shift by intervening in the educational process at multiple levels. In fact, social workers' commitment to change is evident from how they promote social and economic equality among people who are marginalized and excluded from social and economic processes.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A