Culturally and Linguistically Sensitive Response to Intervention (RtI): Implications for Instructional Practicies in Classroom Settings and Teacher Education (다문화ㆍ언어적 배경을 지닌 장애위험아동들을 위한 중재반응모형(Response-to-Intervention)의 교실 적용 및 교사교육 방안 연구)

Yujeong Park (박유정); Byungkeon Kim (김병건)

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.

KEYWORDS

CLDs(Culturally and Linguistically Diverse Students), response to intervention (RTI), general education teacher, special education teacher

Citation status

* References for papers published after 2023 are currently being built.

[report] 교육과학기술부 / 2013 / 다문화학생 교육 선진화 방안 / 교육과학기술부

[report] 교육과학기술부 / 2014 / 2014 교육복지 종합계획 / 교육과학기술부

[journal] 김경숙 / 2007 / Characteristics and participation in kindergarten education of parents of young children from multi-cultural families from perspective of early childhood teachers / 특수아동교육연구 / 한국특수아동학회 9(4) : 311~335

[journal] 김동일 / 2013 / Exploring the educational support and the role of teachers for culturally and linguistically diverse at-risk Students : Focused on RTI / 특수교육재활과학연구 / 특수교육재활과학연구소 52(1) : 317~335

[journal] 김동일 / 2008 / Learning disabilities as operationally defined by teachers' clinical decision / 학습장애연구 / 한국학습장애학회 5(2) : 43~59

[journal] 김영란 / 2011 / Effects of a Parent Training Program Using CAI on Language Behaviors of Mothers and the Expressive Language of Their Children from Multicultural Families / Communication Sciences and Disorders / 한국언어청각임상학회 16(2) : 127~142

[journal] 김영옥 / 2007 / 다문화 사회의 유아교육과정 방향 탐색 / 미래유아교육학회지 / 미래유아교육학회 14(3) : 45~68

[journal] 김요섭 / 2012 / Survey on the Realities of Identification Process for Students with Learning Disabilities / 학습장애연구 / 한국학습장애학회 9(3) : 53~79

[confproc] 김애화 / 2012 / 다양성을 고려한 과학교육 프로그램 개발 및 적용 연구 / 한국학습장애춘계세미나 자료집

[journal] 김의정 / 2012 / Perceptions of General Elementary School Teachers on Social Studies Teaching and Learning of Students from Multicultural Families and Low-Achieving Students/Students with Learning Disabilities / 학습장애연구 / 한국학습장애학회 9(2) : 29~52

[confproc] 김화수 / 2008 / 다문화가정 아동들의 언어발달 실태와 미래에 대한 제안 / 2008 국제다문화교육학회 창립총회 및 제1회 학술대회 : 22~35

[journal] 김화수 / 2010 / A Study on Language Development Characteristics of the Preschool Children in Multicultural Family / 특수교육저널:이론과 실천 / 한국특수교육문제연구소 11(3) : 209~226

[report] 교육과학기술부 / 2012 / 다문화 가정 학생 현황 / 교육과학기술부

[journal] 박민정 / 2010 / The Grounded Theory on the Adaptational Process and Interaction-Behavioral Types of Young Children with Multi-cultural Families / 특수교육학연구 / 한국특수교육학회 45(1) : 129~151

[journal] 박상희 / 2009 / A Longitudinal Study of Articulation Production of Children from Culturally Diverse Family Environments / 언어치료연구 / 한국언어치료학회 18(1) : 89~97

[journal] 박찬영 / 2013 / The Study on Comparison of Special Class Teachers’ Perception toward Deaf Culture and Multiculture / 특수교육저널:이론과 실천 / 한국특수교육문제연구소 14(2) : 45~66

[journal] 배소영 / 2010 / Language Based Reading Abilities of Korean School-Aged Children with Multicultural Backgrounds / Communication Sciences and Disorders / 한국언어청각임상학회 15(2) : 146~156

[journal] 봉귀영 / 2013 / The Effect of a Parental Training Program focused on a Responsive Interaction Strategy on the Social Interaction between Multicultural Parents and their Children with Autism Spectrum Disorder / 특수교육학연구 / 한국특수교육학회 47(4) : 113~138

[report] 빈부격차차별시정위원회 / 2006 / 다문화 개방사회를 위한 사회정책 연구 / 빈부격차차별시정위원회

[journal] 서유진 / 2010 / Analysis of General and Special Education Teachers’ Perceptions on Response-to-Intervention (RTI) Model / 특수교육 / 특수교육연구소 9(1) : 39~70

[journal] 신수진 / 2011 / The meaning of special education teachers’ experiences of education for multicultural children with disabilities / 특수교육저널:이론과 실천 / 한국특수교육문제연구소 12(1) : 299~328

[other] 여성가족부 / 2013 / 다문화가족지원법 / 여성가족부

[journal] 오소정 / 2009 / Preliminary Study on Language Characteristics and Related Family Factors in Childrenfrom Multicultural Family / 특수교육 / 특수교육연구소 8(1) : 137~161

[journal] 원종례 / 2008 / Implications of Pre-service Teacher Education for Multicultural Education with focus on Disability Issues / 유아특수교육연구 / 한국유아특수교육학회 8(3) : 155~174

[book] 이윤옥 / 2007 / 유아와 교사를 위한 반편견 교육. 다문화 가정 자녀교육을 위한 교사 연구교재 / 배화여자대학교 특성화사업단

[journal] 이대식 / 2009 / The Possibility of Implementing RTI in Korea Perceived by Elementary School Teachers / 특수아동교육연구 / 한국특수아동학회 11(3) : 221~235

[journal] 이대식 / 2009 / Requirements of Korean RTI / 특수교육학연구 / 한국특수교육학회 44(2) : 343~369

[journal] 이정우 / 2007 / Prospective Teachers' Stereotype Toward Other Ethnic Groups / 시민교육연구 / 한국사회과교육학회 39(1) : 153~178

[thesis] 윤 란 / 2012 / 다문화가정 어머니의 장애자녀 양육경험에 대한 질적 접근 / 석사 / 강남대학교 교육대학원

[journal] 정은희 / 2004 / A Study on the Language Development and Environment of Children from Internationally Married Couple Living in an Agricultural Village / 언어치료연구 / 한국언어치료학회 13(3) : 33~52

[journal] 장인실 / 2008 / Exploring and Developing Model of Teacher Curriculum for Multicultural Education / 초등교육연구 / 한국초등교육학회 21(2) : 281~305

[journal] 조미정 / 2009 / The Effects of Book-reading Activities on the Reading Comprehension of Children in Multicultural Families / 언어치료연구 / 한국언어치료학회 18(3) : 213~229

[report] 조영달 / 2006 / 다문화가정의 자녀교육 실태조사

[journal] 조은미 / 2011 / Suggestions for Korean RTI Model by Comparing Learning Disabilities Related Issues in the United States / 특수교육저널:이론과 실천 / 한국특수교육문제연구소 12(3) : 587~611

[journal] 추연구 / 2008 / A Study on a Change in Special Education from the Perspective of Inclusive Education / 발달장애연구 / 한국발달장애학회 12(2) : 1~16

[thesis] 최민기 / 2012 / 다문화가정 학생들이 수학 학습에서 겪는 장애요인과 지도방안 탐색 / 석사 / 한국교원대학교 대학원

[journal] 황상심 / 2008 / Language characteristics of children from culturally diverse family environment / Communication Sciences and Disorders / 한국언어청각임상학회 13(2) : 174~192

[book] Artiles, A. J. / 2002 / English language learners with special education needs / Center for Applied Linguistics

[journal] Artiles, A. J. / 2006 / Forging a knowledge base on English language learners with special needs : Theoretical, population, and technical issues / Teachers College Record 108 : 2187~2194

[book] Baker, G. C. / 1983 / Planning and organizing for multicultural instruction / Addison-Wesley Publishing Company

[journal] Barrera, M. / 2010 / Challenges of general outcomes measurement in the RTI progress monitoring of linguistically diverse exceptional learners / Theory into Practice 49(4) : 273~280

[journal] Barth, J. M. / 2004 / Classroom environment influences on aggression, peer relations, and academic focus / Journal of School Psychology 42(2) : 115~133

[journal] Benedict, A. E. / 2013 / Using lessonstudy to align elementary literacy instruction within the RTI framework / Teaching Exceptional Children 45(5) : 22~30

[journal] Borg, S. / 2003 / Teacher cognition in language teaching : A review of research on what language teachers think, know, believe, and do / Language Teaching 36(2) : 81~109

[journal] Brown, J. E. / 2008 / A cultural, linguistic, and ecological framework for response to intervention with English language learners / Teaching Exceptional Children 40(5) : 66~72

[journal] Burnett, P. C. / 2002 / Teacher praise and feedback and students’ perceptions of the classroom environment / Educational Psychology 22(1) : 5~16

[journal] Burns, M. K. / 2005 / Comparison of existing responsiveness-to-intervention models to identify and answer implementation questions / The California School Psychologist 10(1) : 9~20

[book] Cartledge, G. / 2012 / 다문화 특수교육: 다문화 사회의 장애ㆍ영재학생 통합교육 / 학지사

[book] Christenson, S. L. / 2005 / School-family partnerships for children’s success / Teachers College : 21~39

[journal] Cole, M. / 1998 / Culture in development / Cultural Worlds of Early Childhood : 11~33

[journal] de Barona, M. S. / 2006 / School counselors and school psychologists : Collaborating to ensure minority students receive appropriate consideration for special educational programs / Professional School Counseling 10(1) : 1~13

[journal] Deno, S. L. / 1985 / Curriculum-based measurement : The emerging alternative / Exceptional Children 52(3) : 219~232

[journal] Deno, S. L. / 2003 / Developments in curriculum-based measurement / The Journal of Special Education 37(3) : 184~192

[journal] El Nokali, N. E. / 2010 / Parent involvement and children’s academic and social development in elementary school / Child Development 81(3) : 988~1005

[journal] Ford, D. Y. / 2005 / Beyond culture blindness : A model of culture with implications for gifted education / Roeper Review 27 : 97~103

[journal] Ford, D. Y. / 2012 / Culturally different students in special education : Looking backward to move forward / Exceptional Children 78(4) : 391~405

[journal] Fuchs, D. / 2003 / Responsiveness-to-intervention : Definitions, evidence, and implications for the learning disabilities construct / Learning Disabilities Research and Practice 18(3) : 157~171

[journal] Garcia, S. B. / 2006 / Preventing disproportionate representation : Culturally and linguistically responsive pre-referral interventions / Teaching Exceptional Children 38(4) : 64~68

[journal] Garcia, S. B. / 2008 / A framework for culturally and linguistically responsive design of response-to-intervention models / Multiple Voices for Ethnically Diverse Exceptional Learners 11(1) : 24~41

[book] Gay, G. / 1977 / Pluralism and the American teacher: Issues and case studies / American Association for Colleges of Teacher Education

[journal] Gersten, R. / 2006 / RTI(response to intervention) : Rethinking special education for students with reading difficulties(yet again) / Reading Research Quarterly 41(1) : 99~108

[journal] Gonzalez, V. / 2001 / The role of socioeconomic and sociocultural factors in language minority children’s development: An ecological research view / Bilingual Research Journal 25(1) : 1~30

[web] Gonzalez, R. L. / 2011 / Supporting ELL/culturally and linguistically diverse students for academic achievement / International Center for Leadership in Education / http://www.leadered.com

[journal] Gutierrez, K. D. / 2003 / Cultural ways of learning : Individual traits of repertories of practice / Educational Researcher 32(5) : 19~25

[journal] Hasbrouck, J. / 2006 / Oral reading fluency norms : A valuable assessment tool for reading teachers / The Reading Teacher 59(7) : 636~644

[journal] Jenkins, J. R. / 2007 / Screening for at-risk readers in a response to intervention framework / School Psychology Review 36 : 582~600

[book] Johnson, E. / 2006 / Responsiveness to Intervention (RTI): How to do it / National Research Center on Learning Disabilities

[journal] Kavale, K. A. / 2008 / Is repsonse to intervention good policy for specific learning disability? / Learning Disabilities Research and Practice 23(4) : 169~179

[book] Kellaghan, T. / 1993 / The home enviornment and school learning: Promoting parental involvement in education / Jossey-Bass

[journal] Klingner, J. K. / 2006 / English language learners who struggle with reading: Language acquisition or LD? / Journal of Learning Disabilities 39(2) : 108~128

[journal] Lesaux, N. K. / 2006 / Building consensus : Future directions for research on English language learners at risk for learning difficulties / Teachers College Record 108(11) : 2406~2438

[journal] Linan-Thompson, S. / 2006 / The response to intervention of English language learners at risk for reading problems / Journal of Learning Disabilities 39(5) : 390~398

[journal] McCardie, P. / 2005 / Learning disabilities in English language learners : Identifying the issues / Learning Disabilities Research and Practice 20(1) : 1~5

[book] McLoughlin, J. A. / 2008 / Assessing students with special needs / Merrill Publishing Company

[journal] McCollin, M. / 2005 / Increasing reading achievement of students from culturally and linguistically diverse backgrounds / Preventing School Failure 50(1) : 41~44

[journal] Moje, E. B. / 2004 / Culturally responsive practices for youth literacy learning / Adolescent Literacy Research and Practice : 321~350

[book] Moos, R. H. / 1979 / Evaluating educational environments: Measures, procedures, findings, and policy implications / Jossey Bass

[other] / 2005 / National Center for Culturally Resposive Educational Systems

[book] Ortiz, A. A. / 2002 / English language learners with special education needs: Identification, assessment, and instruction : 31~63

[journal] Park, Y. / 2012 / Educating English language learners with special needs : Beyond cultural and linguistic considerations / Journal of Education and Practice 3(9) : 52~58

[journal] Rinaldi, C. / 2008 / English language learners and response to intervention referral considerations / Teaching Exceptional Children 40(5) : 6~14

[journal] Rueda, R. / 2006 / English language learners, LD, and overrepresentation a multiple-level analysis / Journal of Learning Disabilities 39(2) : 99~107

[journal] Scheurich, J. J. / 1997 / Coloring epistemologies: Are our research epistemologies racilally biased? / Educational Researcher : 4~16

[book] Shore, J. R. / 2009 / English language learners with reading disabilities:A review of the literature and the foundation for a research agenda / ETS

[book] Singleton, G. / 2006 / Courageous conversation / Corwin

[journal] Tharp, R. G. / 1989 / Psychocultural variables and constants : Effects on teaching and learning in schools / American Psychologist 44(2) : 349~359

[journal] Utley, C. A. / 2011 / Culturally responsive practices for culturally and linguistically diverse students with learning disabilities / Learning Disabilities : A Contemporary Journal 9(1) : 5~18

[book] Vanderwood, M. L. / 2007 / Handbook of Response to Intervention / Springer US : 408~417

[journal] Valencia, R. / 2001 / Let’s treat the cause, not the symptoms; Equity and accountability in Texas revisited / Phi Kappa Delta

[journal] Valenzuela, J. S. D. / 2006 / Examining educational equity : Revisiting the disproportionate representation of minority students in special education / Exceptional Children 72(4) : 425~441

[journal] Vaughn, S. / 2003 / Redefining learning disabilities as inadequate response to instruction : The promise and potential problems / Learning Disabilities Research and Practice 18(3) : 137~146

[journal] Vaughn, S. / 2005 / Teaching English language learners at risk for reading disabilities to read : Putting research into practice / Learning Disabilities Research and Practice 20(1) : 58~67

[web] Vaughn, S. / 2007 / Response to intervention in reading for English language learners / RTI Action Network / http://www.rtinetwork.org/index2.php?option=com_content&task=view&id=319&pop=1

[book] Villegas, A. M. / 2008 / Handbook on Research in Teacher Education : 583~605

[journal] Wonder-McDowell, C. / 2011 / Does instructional alignment matter? Effect on struggling second graders’ reading achievement / Elementary School Journal 211 : 259~279

KJCKorea
Journal Central

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96