FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W9718874> ?p ?o ?g. }

• W9718874 endingPage "268" @default.
• W9718874 startingPage "268" @default.
• W9718874 abstract "Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which educators provide research-based interventions to students that increase in intensity depending on students' instructional response. RtI is currently being implemented in schools across the United States. RtI's shift away from standardized testing offers new opportunities to consider the ways in which African American students are serviced within the general education setting, the assessment methods deemed appropriate when considering African American students for special education under the Specific Learning Disability category, and how multi-tiered intervention can address the overrepresentation of African American students in special education. This article provides an overview of a three-tiered RtI model, explores the promises and challenges of using RtI with African American students, and delineates a research and direct service delivery agenda to facilitate the development of RtI models that consider the educational needs of African American students.Keywords: African American studies, early childhood/elementary, learning and academic achievement, special education and disabilityMethods used to assess African American students, particularly in relation to special education, have generated controversy among educators, parents, and policymakers for decades (Graves & Mitchell, 201 1; Valencia & Suzuki, 2001). Such controversy stems, in part, from perceptions that standardized measures of intelligence, which are often used to help determine students' eligibility for special education services, are biased toward African Americans, and the use of these measures contributes to the disproportionate representation (i.e., over or underrepresentation of specific groups in disability categories) of African Americans in special education (Keams, Ford, & Linney, 2005; Larry P. v. Riles, 1979; Pitre, 2009; Powers, Hagans-Murillo, & Restori, 2004). The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004) along with No Child Left Behind's (NCLB, 2001) emphasis on accountability through mandated monitoring of academic outcomes for the most vulnerable student populations, including students with disabilities, has brought Response to Intervention (Rtl) to the forefront of policy and practice (Meyers, Meyers, Graybill, Proctor, & Huddleston, 2012). Rtl models consist of multi-tiered instructional delivery systems in which educators provide, and assess frequently the impact of, research-based interventions to students that increase in intensity depending on students' instructional response. IDEIA 2004 encourages states and local educational agencies to use processes, similar to Rtl, that provide instructionally relevant assessment data to identify a specific learning disability (SLD). Therefore, Rtl can serve as an alternative to the traditional assessment method (i.e., administration of standardized intelligence and achievement tests) used to identify students for special education under the category of SLD (Hartlep & Ellis, 2012; IDEIA, 2004). Although Rtl is now one option for assessing African American students for SLD, in order to implement Rtl in a culturally responsive manner, educators, parents, policymakers, and researchers must carefully and seriously consider both the benefits and challenges of Rtl for African American students.In this article, the authors explore the promises and perils of using a three-tiered Rtl model with African American students. The discussion is framed around SLD assessment and classification decision-making because IDEIA 2004 endorses Rtl for SLD identification only, and almost half of African American students identified for special education are serviced under the SLD category (U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2011). To provide context as well as a rationale for Rtl, a brief discussion is presented regarding intelligence testing in relation to African American students and the special education identification and placement process. …" @default.
• W9718874 created "2016-06-24" @default.
• W9718874 creator A5018085294 @default.
• W9718874 creator A5049006285 @default.
• W9718874 creator A5071635112 @default.
• W9718874 date "2012-01-01" @default.
• W9718874 modified "2023-09-26" @default.
• W9718874 title "Assessing African American Students for Specific Learning Disabilities: The Promises and Perils of Response to Intervention" @default.
• W9718874 cites W101709130 @default.
• W9718874 cites W122052525 @default.
• W9718874 cites W1498836241 @default.
• W9718874 cites W1502450579 @default.
• W9718874 cites W1520304697 @default.
• W9718874 cites W1527698227 @default.
• W9718874 cites W152823181 @default.
• W9718874 cites W1536476469 @default.
• W9718874 cites W154383080 @default.
• W9718874 cites W1588410488 @default.
• W9718874 cites W1746860535 @default.
• W9718874 cites W1790986919 @default.
• W9718874 cites W1920154936 @default.
• W9718874 cites W1971565727 @default.
• W9718874 cites W1974178257 @default.
• W9718874 cites W1981055250 @default.
• W9718874 cites W1995781797 @default.
• W9718874 cites W2005632712 @default.
• W9718874 cites W2016317357 @default.
• W9718874 cites W2028340314 @default.
• W9718874 cites W2036157557 @default.
• W9718874 cites W2049128355 @default.
• W9718874 cites W2053556466 @default.
• W9718874 cites W2058104674 @default.
• W9718874 cites W2058846234 @default.
• W9718874 cites W2059158744 @default.
• W9718874 cites W2071265981 @default.
• W9718874 cites W2073936950 @default.
• W9718874 cites W2085156522 @default.
• W9718874 cites W2086437449 @default.
• W9718874 cites W2093807325 @default.
• W9718874 cites W2104066909 @default.
• W9718874 cites W2104891682 @default.
• W9718874 cites W2114098652 @default.
• W9718874 cites W2120003190 @default.
• W9718874 cites W2123686002 @default.
• W9718874 cites W2138165621 @default.
• W9718874 cites W2143954588 @default.
• W9718874 cites W2148300723 @default.
• W9718874 cites W2149894453 @default.
• W9718874 cites W2154915760 @default.
• W9718874 cites W2157271121 @default.
• W9718874 cites W2159628920 @default.
• W9718874 cites W2161404115 @default.
• W9718874 cites W2169186463 @default.
• W9718874 cites W2277566370 @default.
• W9718874 cites W250939416 @default.
• W9718874 cites W2621201719 @default.
• W9718874 cites W2994942484 @default.
• W9718874 cites W3186920782 @default.
• W9718874 cites W593028398 @default.
• W9718874 cites W2518194253 @default.
• W9718874 doi "https://doi.org/10.7709/jnegroeducation.81.3.0268" @default.
• W9718874 hasPublicationYear "2012" @default.
• W9718874 type Work @default.
• W9718874 sameAs 9718874 @default.
• W9718874 citedByCount "38" @default.
• W9718874 countsByYear W97188742013 @default.
• W9718874 countsByYear W97188742014 @default.
• W9718874 countsByYear W97188742015 @default.
• W9718874 countsByYear W97188742016 @default.
• W9718874 countsByYear W97188742017 @default.
• W9718874 countsByYear W97188742018 @default.
• W9718874 countsByYear W97188742019 @default.
• W9718874 countsByYear W97188742020 @default.
• W9718874 countsByYear W97188742021 @default.
• W9718874 countsByYear W97188742022 @default.
• W9718874 countsByYear W97188742023 @default.
• W9718874 crossrefType "journal-article" @default.
• W9718874 hasAuthorship W9718874A5018085294 @default.
• W9718874 hasAuthorship W9718874A5049006285 @default.
• W9718874 hasAuthorship W9718874A5071635112 @default.
• W9718874 hasConcept C118552586 @default.
• W9718874 hasConcept C138496976 @default.
• W9718874 hasConcept C144024400 @default.
• W9718874 hasConcept C145420912 @default.
• W9718874 hasConcept C15107229 @default.
• W9718874 hasConcept C15744967 @default.
• W9718874 hasConcept C19417346 @default.
• W9718874 hasConcept C2549261 @default.
• W9718874 hasConcept C2780665704 @default.
• W9718874 hasConcept C2780732545 @default.
• W9718874 hasConcept C28858896 @default.
• W9718874 hasConcept C2987028688 @default.
• W9718874 hasConceptScore W9718874C118552586 @default.
• W9718874 hasConceptScore W9718874C138496976 @default.
• W9718874 hasConceptScore W9718874C144024400 @default.
• W9718874 hasConceptScore W9718874C145420912 @default.
• W9718874 hasConceptScore W9718874C15107229 @default.
• W9718874 hasConceptScore W9718874C15744967 @default.

• next