Literaturnachweis - Detailanzeige
| Autor/in | Cramer, Liz |
|---|---|
| Titel | Inequities of Intervention among Culturally and Linguistically Diverse Students |
| Quelle | In: Penn GSE Perspectives on Urban Education, 12 (2015) 1, (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1946-7109 |
| Schlagwörter | Response to Intervention; Student Diversity; Urban Education; School Districts; Culturally Relevant Education; Equal Education; Disabilities; Access to Education; General Education; Minority Group Students; English Language Learners; Poverty; At Risk Students; Low Achievement; Literature Reviews |
| Abstract | Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability categories and unequal access to general education curricula and settings. Students with disabilities, particularly those from CLD backgrounds, continue to achieve below their peers. RTI implementation has been touted to ameliorate these discrepancies. This article calls for systematic and culturally responsive study of RTI implementation within urban districts. (As Provided). |
| Anmerkungen | University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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