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Full-Text Articles in Education
Policy Brief: Exploring Response To Intervention’S Effectiveness With Students Of Color, Camille S. Talbert
Policy Brief: Exploring Response To Intervention’S Effectiveness With Students Of Color, Camille S. Talbert
Journal of Multicultural Affairs
This policy analysis explores the effectiveness of Response to Intervention (RTI) at diminishing racial disproportionalities in special education. It includes a brief review of the legislative context of RTI. It also examines one contributing factor to the effectiveness of RTI—educator ideologies. The analysis concludes with implications and future policy directions.
The Efficacy Of Teacher Made Special Education Referrals In Appalachian And Non-Appalachian Schools Of Kentucky, John T. Elliott
The Efficacy Of Teacher Made Special Education Referrals In Appalachian And Non-Appalachian Schools Of Kentucky, John T. Elliott
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
This quantitative study utilized a causal-comparative research design to determine the difference in efficacy between teacher made special education referrals in Appalachian and non-Appalachian schools of Kentucky. Data were provided from the 2014-2015 academic year. A total of 109 Kentucky schools provided data for the study. This study will help educators better understand multi-disciplinary referrals for special education as they relate to referral efficacy as based upon student qualification rates. This quantitative study determined the difference between special education qualification rates for teacher made referrals in Appalachian and non-Appalachian schools in the state of Kentucky.
Review Of Rti In The Common Core Classroom: A Framework For Instruction And Assessment, Doreen Mazzye
Review Of Rti In The Common Core Classroom: A Framework For Instruction And Assessment, Doreen Mazzye
The Language and Literacy Spectrum
This book review supports “The Power of Literacy” through a second look at Common Core State Standards (CCSS) and how CCSS can be implemented through the framework of Response to Intervention (RTI). The authors address the important question of how does a teacher follow the rigorous standards of CCSS and meet the learning needs of students with learning difficulties? The book provides teachers with clear models of how to meet the expectations of the Common Core Standards in the multi-tiered framework of RTI. The authors provide practical solutions with vivid examples of implementation to assist teachers in fostering a RTI …
A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong
A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong
The Journal of Special Education Apprenticeship
Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty six articles that meet the criteria are analyzed for themes and important findings. The result of the …
Helping Children With Emotional Difficulties, Lee R. Pearce
Helping Children With Emotional Difficulties, Lee R. Pearce
The Rural Educator
This article describes a Response to Intervention (RTI) model of service delivery implemented within a rural elementary school for students in kindergarten through fifth grade experiencing significant emotional and behavioral difficulties. A multi-tiered model is presented that includes school wide interventions in Tier 1, as well as a six separate interventions applied within Tier 2 and Tier 3. These included applied behavioral analysis, social skills training, counseling, differentiated instruction, cognitive behavioral interventions and parent involvement designed to assist identified students with improving prosocial skills. Nine children were treated within this program model over a two year period, resulting in two …