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Good Intentions, Poor Outcomes: Centering Culture and Language Diversity within Response to Intervention

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Title: Good Intentions, Poor Outcomes: Centering Culture and Language Diversity within Response to Intervention
Language: English
Authors: Shell, E. Mackenzie, Johnson, Leonissa V., Getch, Yvette Q.
Source: Journal of School Counseling. 2019 17(24).
Availability: Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Peer Reviewed: Y
Page Count: 35
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Student Diversity, Cultural Differences, Language Usage, Public Schools, Equal Education, Response to Intervention, School Counselors, Counselor Role, Critical Theory, Race, Culturally Relevant Education, Educational Discrimination
ISSN: 1554-2998
Abstract: Culturally and linguistically diverse students face longstanding issues of inequity within public schools in the United States. Response to intervention (RTI) is one proposed solution that addresses the inequities. As advocates for all students, school counselors possess the training and knowledge to promote fairness and equity within the RTI process. Using critical race theory, the authors present a vignette and conceptualize methods based on school counselors' education and training that school counselors can use to promote equity within RTI for culturally diverse students.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1237767
Database: ERIC
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  Data: Good Intentions, Poor Outcomes: Centering Culture and Language Diversity within Response to Intervention
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  Data: Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
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  Data: Culturally and linguistically diverse students face longstanding issues of inequity within public schools in the United States. Response to intervention (RTI) is one proposed solution that addresses the inequities. As advocates for all students, school counselors possess the training and knowledge to promote fairness and equity within the RTI process. Using critical race theory, the authors present a vignette and conceptualize methods based on school counselors' education and training that school counselors can use to promote equity within RTI for culturally diverse students.
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        PageCount: 35
    Subjects:
      – SubjectFull: Student Diversity
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      – SubjectFull: Cultural Differences
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      – SubjectFull: Language Usage
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      – SubjectFull: Public Schools
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      – SubjectFull: Race
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Educational Discrimination
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      – TitleFull: Good Intentions, Poor Outcomes: Centering Culture and Language Diversity within Response to Intervention
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