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ERIC Number: EJ887065
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-1547-1888
A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models
Garcia, Shernaz B.; Ortiz, Alba A.
Multiple Voices for Ethnically Diverse Exceptional Learners, v11 n1 p24-41 Fall 2008
Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities. For RTI to be an effective mechanism for addressing disproportionate representation of culturally and linguistically diverse students in special education, its focus must go beyond school and classroom implementation of academic or behavioral interventions to also address systemic factors that may be contributing to educational underachievement for students from non-dominant socio-cultural groups. This article offers a systems framework for culturally and linguistically responsive implementation of RTI, that takes into account the sociopolitical, cultural, and linguistic contexts of school reform efforts. Features that differentiate this model from current conceptions in the literature are described, and implications for implementation, research, and personnel preparation are identified. (Contains 1 table and 1 figure.)
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 2; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act