A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models

Autor/inn/en	Garcia, Shernaz B.; Ortiz, Alba A.
Titel	A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 11 (2008) 1, S.24-41 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	School Restructuring; Intervention; Learning Disabilities; Identification; Educational Change; Legislation; Special Education; Underachievement; Models; Grade 2; Grade 3; Grade 5; Problem Solving; Elementary Secondary Education; Reading Ability + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Bildungsreform; Gesetzgebungslehre; Special needs education; Sonderpädagogik; Sonderschulwesen; Performance deficiency; Leistungsschwäche; Analogiemodell; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Problemlösen; Reading competence; Lesekompetenz
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10