Undermining inclusion? A critical reading of response to intervention (RTI)

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)863-880
Number of pages18
JournalInternational Journal of Inclusive Education
Volume16
Issue number8
DOIs
StatePublished - Aug 1 2012

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inclusion
special education
reform
learning disability
tactics
student
monitoring
Response to Intervention
Inclusion
discourse
ability
performance
education
Special Education
Learning Disability
Tactics
At-risk Students
Education Reform
Monitoring
Discourse

Keywords

  • disability
  • education policy
  • inclusive education
  • special education

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

Cite this

Undermining inclusion? A critical reading of response to intervention (RTI). / Ferri, Beth A.

In: International Journal of Inclusive Education, Vol. 16, No. 8, 01.08.2012, p. 863-880.

Research output: Contribution to journalArticle

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