Back to the Future: A Critique of Response to Intervention's Social Justice Views

Artiles, Alfredo J.; Bal, Aydın; Thorius, Kathleen A. King

doi:10.1080/00405841.2010.510447

Cited by 46 publications

(35 citation statements)

References 7 publications

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“…Due to this focus on access to high‐quality education, and on early intervention as a means for preventing academic difficulties and future disability labelling, some in the special education research community have viewed RTI as a promising practice for addressing educational inequities, including the disproportionate representation of students of colour in special education (NCCRESt, ). Indeed, on the surface, RTI appears to have potential to redistribute educational opportunities and supports and to determine the ‘right' students as disabled by eliminating false positives and false negatives (Artiles et al ., ). However, several assumptions embedded within RTI constrain its use as a tool for disrupting educational exclusion at the intersections of various markers of student difference.…”

Section: Promises and Limitations Of Accountability‐ And Market‐drivementioning

confidence: 97%

“…Indeed, on the surface, RTI appears to have potential to redistribute educational opportunities and supports and to determine the 'right' students as disabled by eliminating false positives and false negatives (Artiles et al, 2010). However, several assumptions embedded within RTI constrain its use as a tool for disrupting educational exclusion at the intersections of various markers of student difference.…”

Section: Promises and Limitations For Inclusive Education At The Intementioning

confidence: 99%

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Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US

Waitoller¹,

Thorius²

2015

Support for Learning

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In this article, we provide commentary on the ‘state of play’ of inclusive education in the United States. We focus on the promises and limitations of inter‐related accountability‐ and market‐driven policies and Response to Intervention (RTI) (Vaughn and Fuchs, 2003). We argue that these policies and practice have ‘hopscotched’ their way through inclusive education reform, hopping over core tenets of the inclusive education movement. We propose policies and practices that have a strong commitment to inclusive education and that aim at debunking the myth of the normal child and school.

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Section: Promises and Limitations Of Accountability‐ And Market‐drivementioning

confidence: 97%

Section: Promises and Limitations For Inclusive Education At The Intementioning

confidence: 99%

Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US

Waitoller¹,

Thorius²

2015

Support for Learning

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“…When done well using the crucial components of being proactive, rewarding students' performance, providing support for struggling students in both academic and behavior areas, MTSS embeds the social justice concept. There are calls for the need for more training for educators who are working within the MTSS tiered system of support for all students while also understanding how to recognize when students have differences that require tailored learning supports (Artiles et al, 2010;Banks & Obiakor, 2015;Klinger & Edwards, 2006). A layered tiered system of approach is in more than 16,000 schools in the U.S., Australia, Canada, and Norway (McIntosh, Ty, Horner, & Sugai, 2013).…”

Section: Figure 1 Colorado Mtss Essential Componentsmentioning

confidence: 99%

A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

Melloy¹,

Murry

2019

WJE

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Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.

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“…One of the shortcomings of this type of measurement practices is that they focus exclusively on students' abilities to respond to concrete, isolated academic tasks (e.g., decoding a word). This distills students' complex knowledge and experiences, and focuses teachers' efforts on teaching basic skills while limiting the opportunities to engage students with the curriculum in ways that would capitalize on students' out-of school knowledge and practices (Artiles, Bal, & King, 2010). Thus, differentiation, instead of tailoring to unique circumstances, is another way of putting students in particular boxes.…”

Section: The Strive For Customization: Narrowing Students' Identitiesmentioning

confidence: 99%

No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S.

Waitoller

Kozleski

2015

EPAA

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This paper examines how inclusive education reform is appropriated when New Capitalism work practices dominate the discourse of school improvement in an urban school. We asked how New Capitalism mediates the formation of a professional vision for inclusive education. Using analytical tools from Critical Discourse Analysis (CDA), we analyzed school, district, and university documents and artifacts, interviews, field observations gathered by site professors, videos of teachers' classroom practices, and video-stimulated interviews. The findings demonstrate how New Capitalism shaped a professional vision (Goodwin, 1994) for inclusive education through the deployment of certain technologies such as performativity and its graphic displays of quality and auditing practices. Performativity shaped relationships among school personnel and their understanding of their work, inclusive education, and students from ethnic minorities struggling to epaa aape Education Policy Analysis Archives Vol. 23 No. 37 2 learn. Our discussion of the findings and our recommendations are guided by an inclusive education agenda that addresses issues of misdistribution, misrecognition, and misrepresentation.

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Back to the Future: A Critique of Response to Intervention's Social Justice Views

Cited by 46 publications

References 7 publications

Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US

Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US

A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

No Stone Left Unturned: Exploring the Convergence of New Capitalism in Inclusive Education in the U.S.

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