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Culturally and Linguistically Sensitive Response to Intervention (RtI): Implications for Instructional Practicies in Classroom Settings and Teacher Education

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(3), pp.1-27
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Yujeong Park 1 Byungkeon Kim 2

1University of Tennessess
2플로리다대학교

Accredited

ABSTRACT

The purpose of this article is to illustrate the components of a culturallyand linguistically sensitive response to intervention framework to help prepareteachers to best meet the needs of their students. This paper explores thechallenges faced by educators in K-12 public schools who are charged withteaching an ever-growing student population, culturally and linguistically diverse(CLD) students. Unfortunately, CLD students have historically not receivedthe proper academic support needed to achieve the same academic successas their peers. CLD students have often been misrepresented in special educationby either being underrepresented or overrepresented in certain special educationcategories/services. Also, this paper examines educational and teacher-relatedfactors that contribute to the disproportionate representation of CLD studentsin special educations and discusses the potential in reducing placement biasthrough the implementation of Response to Intervention (RtI) school-wideintervention models in a culturally responsive manner in order to address theneeds of a diverse student population and to support greater student academicachievement for all students.

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