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ERIC Number: EJ998554
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0022-2984
Assessing African American Students for Specific Learning Disabilities: The Promises and Perils of Response to Intervention
Proctor, Sherrie L.; Graves, Scott L., Jr.; Esch, Rachel C.
Journal of Negro Education, v81 n3 p268-282 Sum 2012
Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which educators provide research-based interventions to students that increase in intensity depending on students' instructional response. RtI is currently being implemented in schools across the United States. RtI's shift away from standardized testing offers new opportunities to consider the ways in which African American students are serviced within the general education setting, the assessment methods deemed appropriate when considering African American students for special education under the Specific Learning Disability category, and how multi-tiered intervention can address the overrepresentation of African American students in special education. This article provides an overview of a three-tiered RtI model, explores the promises and challenges of using RtI with African American students, and delineates a research and direct service delivery agenda to facilitate the development of RtI models that consider the educational needs of African American students. (Contains 1 table and 2 figures.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001