SPECIAL CONSIDERATIONS WITH RESPONSE TO INTERVENTION AND INSTRUCTION FOR STUDENTS WITH DIVERSE BACKGROUNDS

摘要

Response to Intervention (RtI) has been heralded as having significant promise for improvingoutcomes, reducing disproportional placement in special education, and making education moreculturally responsive for culturally and linguistically diverse (CLD) youth. This article reviews themajor recent empirical and qualitative research findings with respect to its impact, particularly withregard to CLD youth. Extant policies are reviewed, in addition to best-practice recommendationsby experts in the field of culturally responsive RtI. The major conclusion of this article is thatdespite some recent high-quality studies, insufficient research currently exists to support fullimplementation of an RtI model with CLD youth or those who have individual diversity. In manycases, researchers need to minimally disaggregate their findings and more clearly explain theirsamples and methods, moving beyond providing simple ethnicity counts as proxies for culture.Future studies should include fully described contextual variables and consider the science topedagogical practice gap. In addition, outcomes for youth need to be documented as part ofassessing whether RtI is having the desired effect on producing a more equitable educationalmilieu. Finally, additional research is needed in subject areas beyond reading and should beconducted more frequently with CLD adolescents.