The Predicaments of Addressing Equity without Attending to Race and Racism

Autor/in	O'Neill, Michaela Krug
Titel	The Predicaments of Addressing Equity without Attending to Race and Racism
Quelle	In: Educational Forum, 86 (2022) 1, S.93-106 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.1997524
Schlagwörter	Response to Intervention; Disproportionate Representation; Racial Bias; Students with Disabilities; Special Education; Ethnicity; Educational Improvement; Skill Development; Teaching Methods; Screening Tests; Referral; Student Evaluation; Elementary Secondary Education; Minority Group Students; Tennessee + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ethnizität; Teaching improvement; Unterrichtsentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Screening-Verfahren; Schulnote; Studentische Bewertung
Abstract	This paper provides an analysis of one state's Response to Intervention (RTI) model, bringing to light two predicaments that plague efforts to address disproportionality and support learning: (1) That RTI may continue to perpetuate disproportionality, both in the model's tiers of support as well as in the placement of students in special education; and (2) That RTI relies on quality instruction but provides little leverage to intervene on that instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01