TY - JOUR
T1 - Undermining inclusion? A critical reading of response to intervention (RTI)
AU - Ferri, Beth A.
N1 - Funding Information:
3. REI (Regular Education Initiative), an initiative of the Office of Special Education and Rehabilitation Services, was sponsored by Madeline Will in 1986. REI was initially designed with the ultimate goal of creating a merged general and special educational system that would serve all students. REI was often implemented by forming child study or support teams made up of general and special education teachers. These teams were designed to support general education teachers by suggesting strategies and interventions for students who were experiencing difficulties in the general education classroom. The goal was to implement interventions before students were referred to special education.
PY - 2012/8/1
Y1 - 2012/8/1
N2 - In this paper, I critically examine the discourse surrounding response to intervention (RTI), a US-based education reform that has garnered a considerable amount of attention (as well as controversy) in a very short amount of time. A multi-pronged reform effort, RTI is a tiered approach to delivering instructional intervention to students at risk, an on-going and systematic model of monitoring student performance, as well as an alternative to the ability/achievement discrepancy model for identifying learning disabilities. In this paper, I argue, however, that RTI is not so much a reform but a tactic, aimed at returning to the status quo of segregated special education and reinvigorating many of the foundational assumptions of traditional special education practice.
AB - In this paper, I critically examine the discourse surrounding response to intervention (RTI), a US-based education reform that has garnered a considerable amount of attention (as well as controversy) in a very short amount of time. A multi-pronged reform effort, RTI is a tiered approach to delivering instructional intervention to students at risk, an on-going and systematic model of monitoring student performance, as well as an alternative to the ability/achievement discrepancy model for identifying learning disabilities. In this paper, I argue, however, that RTI is not so much a reform but a tactic, aimed at returning to the status quo of segregated special education and reinvigorating many of the foundational assumptions of traditional special education practice.
KW - disability
KW - education policy
KW - inclusive education
KW - special education
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U2 - 10.1080/13603116.2010.538862
DO - 10.1080/13603116.2010.538862
M3 - Article
AN - SCOPUS:84865246972
SN - 1360-3116
VL - 16
SP - 863
EP - 880
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
IS - 8
ER -