Exploration of State Response to Intervention (RTI) Models and their Perceived Effect on the Representation of Culturally and Linguistically Diverse Students in Special Education
Open AccessExploration of State Response to Intervention (RTI) Models and their Perceived Effect on the Representation of Culturally and Linguistically Diverse Students in Special Education The purpose of this qualitative study was to explore state education agencies (SEA) Response to Intervention (RTI) models and their perceived effect on the representation of culturally and linguistically diverse students (CLD) in special education by investigating administrator perceptions of their current models, particularly in regards to meeting the needs of CLD students. The research was conducted across five states, broken into two cases based on their participation with the National Center for Culturally Responsive Education Systems (NCCRESt). Participants were selected using purposive sampling: identified by their role in the design and implementation of RTI within their respective state and local education agencies (LEA). Data included a short background survey of participants; in-depth, semi-structured interviews that were recorded and transcribed; as well as a review of current data in the state. A field journal was kept to record notes during the interviews. Data were coded and analyzed using a constant comparative method of analysis and both a single and cross-case analysis were used. Data analysis revealed twelve key themes that were used to answer the research questions. Data revealed that three primary barriers exist that continue to impact disproportionate representation of CLD students in special education; language (culture); people (culture); and the education system. Based on both the results and the current literature, it can be concluded that a culturally responsive RTI model has the potential to impact disproportionate representation for CLD students in special education, but that core issues that have traditionally impacted students who are culturally and linguistically diverse will need to be addressed and a systemic change will need to occur before a positive impact is seen. Recommendations for policy, practice and future research are included following the interpretation of the results.
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Courchaine_gwu_0075A_11499.pdf | 2018-01-16 | Open Access |
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