Examining Sociocultural Factors in Response to Intervention Models

Childhood Education

Volumn 85, Issue 1, 2008, Pages 26-32

  Drame, Elizabeth R ^a   Xu, Yaoying ^b  

^a UNIVERSITY OF WISCONSIN MILWAUKEE   (United States)

^b VIRGINIA COMMONWEALTH UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350091866     PISSN: 00094056     EISSN: 21620725     Source Type: Journal    
DOI: 10.1080/00094056.2008.10523053     Document Type: Article

References (30)

1. Artiles, A., and Zamora-Duran, G., 1997. Reducing disproportionate representation of culturally diverse students in special and gifted education, Reston, VA: Council for Exceptional Children.
2. Burns, M. K., Vanderwood, M. L., and Ruby, S., 2005. Evaluating the readiness of pre-referral intervention teams for use in a problem solving model. School Psychology Quarterly, 20 (1): 89–105.
3. Case, L. P., Speece, D. L., and Molloy, D. E., 2003. The validity of a response-to-instruction paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review, 32 (4): 557–582.
4. Coleman, M. R., Buysse, V., and Neitzel, J., 2006. Recognition and response: An early intervening system for young children at risk for learning disabilities. Full report, Chapel Hill, NC: The University of North Carolina at Chapel Hill, FPG Child Development Institute.
5. Council for Exceptional Children. 2006. Understanding IDE A 2004 regulations: CEC's side-by-side comparison and analysis Retrieved September 25, 2007, from www.cec.sped.org/AM/Template.cfm?Section=IDEA_Resources&Template=/ MembersOnly.cfm&NavMenuID=802&ContentID=7178&D irectListComboInd=D
6. Council for Exceptional Children. September 2007. September, 5). Untitled letter to Chairman Miller and Ranking Member McKeon. Retrieved October 10, 2007, from www.cec.sped.org/AM/ Template.cfm?Section=Content_Folders&TEMPLATE=/ CM/ContentDisplay.cfm&CONTENTID=8905
7. Cousin, P. T., Diaz, E., Flores, B., and Hernandez, J., 1996. “ Looking forward: Using a sociocultural perspective to reframe the study of learning disabilities ”. In Alternative views of learning disabilities, Edited by: Poplin, M., and Cousin, P., Austin, TX: Pro-Ed.
8. Donovan, M. S., and Cross, C. T., eds. 2002. National Research Council Report: Minority students in special and gifted education, Washington, DC: National Academies Press.
9. Drame, E., 2002. Sociocultural context effects on teachers' readiness to refer for learning disabilities. Exceptional Children, 69 (1): 41–53.
10. Fuchs, D., and Fuchs, L. S., 2006. Introduction to response to intervention: What, why, and how valid is it?. Reading Research Quarterly, 42 (1): 93–99.
11. Fuchs, D., Mock, D., Morgan, P. L., and Young, C. L., 2003. Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18 (3): 157–171.
12. Gravois, T. A., and Rosenfield, S. A., 2006. Impact of instructional consultation teams on the disproportionate referral and placement of minority students in special education. Remedial and Special Education, 27 (1): 42–52.
13. Hallahan, D. P., and Mock, D. R., 2003. “ A brief history of the field of learning disabilities ”. In Handbook of learning disabilities, Edited by: Swanson, H. L., Harris, K. R., and Graham, S., 16–29. New York: Guilford Press.
14. Keogh, B. K., and Weisner, T., 1993. An ecocultural perspective on risk and protective factors in children's development: Implications for learning disabilities. Learning Disabilities & Research, 8 (1): 3–10.
15. Klingner, J., April 2006. Consideration when using RTI models with culturally and linguistically diverse students. Paper presented at the Annual Convention of the Council for Exceptional Children, Salt Lake City, Utah April.
16. Klingner, J. K., and Edwards, P. A., 2006. Cultural considerations with response to intervention models. Reading Research Quarterly, 41 (1): 108–117.
17. Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A., and Olson, R., 2001. “ Rethinking learning disabilities ”. In Rethinking special education for a new century, Edited by: Finn, C. E., Jr, Rotherham, A. J., and Hokanson, C. R., Jr. 259–287. Washington, DC: Thomas B. Fordham. Foundation and the Progressive Policy Institute
18. Marston, D., 2005. Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38 (6): 539–544.
19. Marston, D., Muyskens, P., Lau, M., and Canter, A., 2003. Problem-solving model for decision making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities Research and Practice, 18 (3): 187–200.
20. Obiakor, F., Algozzine, B., Thurlow, M., Gwalla-Ogisi, N., Enwefa, S., Enwefa, R., and McIntosh, A., 2002. Addressing the issue of disproportionate representation: Identification and assessment of culturally diverse students with emotional and behavioral disorders, Arlington, VA: Council for Exceptional Education, Council for Children with Behavioral Disorders.
21. O'Connor, R., 2000. Increasing the intensity of intervention in kindergarten and first grade. Learning Disabilities Research & Practice, 15 (1): 43–54.
22. Office of Special Education and Rehabilitative Services. 2005. 25th annual report to Congress on the implementation of the Individuals With Disabilities Education Act, Washington, DC: U.S. Department of Education.
23. Prasse, D. P., 2006. Legal supports for problem-solving systems. Remedial and Special Education, 27 (1): 7–15.
24. President's Commission on Excellence in Special Education. 2002. A new era: Revitalizing special education for children and their families, Washington, DC: Author.
25. Sampson, P. G., Faggella-Luby, M. N., and Fritschmann, N. S., 2005. An overview of responsiveness to intervention: What practitioners ought to know. Topics in Language Disorders, 25 (2): 93–105.
26. Seethaler, P. M., and Fuchs, L. S., 2005. A drop in the bucket: Randomized controlled trials testing reading and math interventions. Learning Disabilities Research & Practice, 20 (2): 98–102.
27. Serna, L. A., Forness, S. R., and Nielsen, M. E., 1998. Intervention vs. affirmation: Proposed solutions to the problem of disproportionate minority representation in special education. The Journal of Special Education, 32 (1): 48–51.
28. Taylor, R., 2006. Assessment of exceptional students: Educational and psychological procedures, 7th ed., Boston: Pearson Education.
29. Vaughn, S., and Fuchs, L. S., 2003. Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18 (3): 137–146.
30. Yoon, J. S., 2002. Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect and self-efficacy. Social Behavior and Personality, 30 (5): 485–494.