Special Education Disproportionality: A Review of Response to Intervention and Culturally Relevant Pedagogy

Autor/inn/en	Cartledge, Gwendolyn; Kea, Cathy D.; Watson, Martreece; Oif, Alana
Titel	Special Education Disproportionality: A Review of Response to Intervention and Culturally Relevant Pedagogy
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 16 (2016) 1, S.29-49 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Special Education; Disproportionate Representation; Response to Intervention; Culturally Relevant Education; Literature Reviews; Minority Group Students; Disabilities; Educational Legislation; Federal Legislation; Equal Education; African American Students; Early Childhood Education; Reading Instruction; Phonemic Awareness; Phonological Awareness; Early Intervention; Definitions; Criticism; At Risk Students; Urban Youth; Ohio + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leseunterricht; Begriffsbestimmung; Kritik; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of overrepresentation in special education programs. The purpose of this paper is to review the existing research to examine the effects of RtI on minority students and the combined effects of RtI and CRP on minority students. The reviews of these works are discussed to assess whether the Morgan et al. (2015) recommendation for the U.S. Department of Education to recall its efforts to reduce minority disproportionality is justified. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: umkcmultiple@umkc.edu; Web site: http://multiplevoicesjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01