scholarly journals RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

2017 ◽  
Vol 19 (3) ◽  
pp. 85 ◽  
Author(s):  
Kathleen Abou-Rjaily ◽  
Susan Stoddard
Keyword(s):  
Learning Disabilities ◽  
Culturally Responsive ◽  
Challenging Behaviors ◽  
School Personnel ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Special Education Services ◽  
Social Emotional ◽  
Education Services ◽  
Guiding Questions

Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation.  While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.

scholarly journals Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

2021 ◽  
Author(s):  
Enoch Leung
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Disproportionate Representation ◽  
Special Education Services ◽  
Education Services ◽  
Education Data ◽  
To Receive

This book chapter examines the intersection between learning disabilities (LD) and other marginalized identities to understand the diverse experiences of students with LDs and the disproportionalities that exist in LD identification and support in schools. Largely driven by the history and evolution of inclusion of disabilities in schools, Response to Intervention (RtI) arose as a model designed to increase academic performance among students with and without disabilities. Though RtI is a model shown to minimize inappropriate identification of LDs, intersectionality must be taken into consideration to understand the disproportionate representation of culturally and linguistically diverse (CLD) students in special education. Data from the National Assessment of Educational Progress suggest social factors (e.g. socioeconomic disadvantages, racial and ethnic intersection) as a potential cause for disproportionate representation and points to a need to further understand the disproportionality of different groups of students being over- or under-identified to receive special education services.

A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities

2020 ◽  
pp. 074193252098347
Author(s):  
Dosun Ko ◽  
Dian Mawene ◽  
Kate Roberts ◽  
Joan J. Hong
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Special Education ◽  
Students With Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Boundary Crossing ◽  
Special Education Services ◽  
Education Services ◽  
K 12

Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD students with disabilities. The purpose of this systematic review is to synthesize the broader literature investigating K-12 school-based boundary-crossing collaborations among multiple stakeholders to address the unique academic, social-emotional, and behavioral needs of CLD students with or at risk of disabilities. Eight studies met the criteria for inclusion. Features of boundary crossers, problems of practice that boundary crossers collaboratively sought to address, emerging tensions in building partnership, facilitators of boundary-crossing communication and collaboration, learning experiences of boundary crossers, and learning outcomes of CLD students with or at risk of disabilities are reported and further discussed.

Preparing New Teachers for the Students That They Will Really Have in Their Classrooms

2022 ◽  
pp. 29-42
Author(s):  
Toni Franklin ◽  
Stephanie T. Marshall ◽  
Vanessa Hinton
Keyword(s):  
Classroom Management ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teacher Shortage ◽  
Linguistically Diverse ◽  
Current Data ◽  
Culturally And Linguistically Diverse ◽  
Academic Needs ◽  
Social Emotional ◽  
The Social

The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.

Challenges and Strategies for Establishing Strong Partnerships

2018 ◽  
pp. 65-83 ◽  
Author(s):  
Soraya Fallah ◽  
Wendy Weichel Murawski
Keyword(s):  
Students With Disabilities ◽  
Middle Eastern ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Special Education Services ◽  
North African ◽  
Education Services ◽  
Design And Implementation ◽  
Diverse Backgrounds ◽  
Education Improvement

Students who are culturally and linguistically diverse (CLD) struggle in schools, as do students with disabilities. The intersection of disability and diversity acts as a double jeopardy for these students. Though collaboration between schools and families in the design and implementation of special education services is a key mandate of the Individuals with Disabilities Education Improvement Act of 2004, research shows that there continue to be obstacles to effective partnerships between schools and families of students with disabilities, which are even more prominent for families from diverse backgrounds. In this chapter, the authors review the literature and research on partnerships between schools and families of children with disabilities, paying particular attention to those families whose voices are often unheard. Specific research on the experiences of Middle Eastern, North African, and Southwest Asian families is highlighted, and strategies for working with CLD families whose children have disabilities are provided.

It Takes a Well-Organized Village

2019 ◽  
pp. 25-54 ◽  
Author(s):  
Susan G. Porter
Keyword(s):  
Student Success ◽  
General Education ◽  
School Personnel ◽  
Student Diversity ◽  
Successful Implementation ◽  
Special Education Services ◽  
Education Services ◽  
Improved Outcomes ◽  
Tiered System ◽  
Diversity Curriculum

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

Assistive Technology for Teacher Education

2010 ◽  
pp. 325-338
Author(s):  
Marcie M. Belfi ◽  
Kristen E. Jones
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
Assistive Technology ◽  
Teacher Educators ◽  
Linguistically Diverse ◽  
Family Context ◽  
Culturally And Linguistically Diverse ◽  
Diverse Populations ◽  
Students With Learning Disabilities ◽  
K 12

The purpose of this chapter is to provide teacher educators with current research related to assistive technology (AT) in K-12 schools. The first two sections present findings from the literature, first related to providing AT to culturally and linguistically diverse populations within a family context, and secondly to helping students with learning disabilities use AT for writing. Implications for practice are discussed. This chapter concludes with an overview of a curriculum model for training preservice teachers to become familiar with AT across the lifespan, choose appropriate AT for their students, and be able to practically use AT in the classroom.

It Takes a Well-Organized Village

2022 ◽  
pp. 339-368
Author(s):  
Susan G. Porter
Keyword(s):  
Student Success ◽  
General Education ◽  
School Personnel ◽  
Student Diversity ◽  
Successful Implementation ◽  
Special Education Services ◽  
Education Services ◽  
Improved Outcomes ◽  
Tiered System ◽  
Diversity Curriculum

Response to intervention (RTI) and multi-tiered system of support (MTSS) are educational initiatives designed to increase the success of all students in general education and reduce the number of students referred for special education services. RTI and MTSS have resulted in improved outcomes for students. Successful implementation of RTI and MTSS relies upon collaboration between teachers and other school personnel. Lack of collaboration and consistency between members of MTSS teams can compromise the fidelity of the interventions, which can lead to poor student outcomes. Secondary RTI and MTSS models are difficult to implement due to several factors, including student diversity, curriculum complexity, and high student-staff ratios. This chapter investigates recent research on the implementation of RTI and MTSS models in secondary schools and focuses on the interdisciplinary efforts required to implement these models with fidelity and with student success.

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