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Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS

Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS

York Williams
Copyright: © 2020 |Pages: 20
ISBN13: 9781799814313|ISBN10: 1799814319|ISBN13 Softcover: 9781799814320|EISBN13: 9781799814337
DOI: 10.4018/978-1-7998-1431-3.ch011
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MLA

Williams, York. "Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS." Special Education Design and Development Tools for School Rehabilitation Professionals, edited by Ajay Singh, et al., IGI Global, 2020, pp. 220-239. https://doi.org/10.4018/978-1-7998-1431-3.ch011

APA

Williams, Y. (2020). Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS. In A. Singh, M. Viner, & C. Yeh (Eds.), Special Education Design and Development Tools for School Rehabilitation Professionals (pp. 220-239). IGI Global. https://doi.org/10.4018/978-1-7998-1431-3.ch011

Chicago

Williams, York. "Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS." In Special Education Design and Development Tools for School Rehabilitation Professionals, edited by Ajay Singh, Mark Viner, and Chia Jung Yeh, 220-239. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1431-3.ch011

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Abstract

The adoption and use of Response to Intervention (RTI) has been recognized as a resource for all schools to use to adequately identify a learning disability. Today, public schools have found success by adopting RTI as a preventative and intervention method of assessment and pre-referral to address the misidentification and over-representation of students considered in need of special education. Multi-Tiered Systems of Support (MTSS) has also become one of the most widely utilized systems that works in partnership with RTI to address social and emotional needs of students, while at the same time intervening where there are academic deficiencies and areas of weakness overall. Youth with, or at-risk for, emotional and behavioral disorders have severe deficits in their academic functioning. This chapter posits the use of RTI as a larger framework of rehabilitative intervention using MTSS as a culturally responsive tool to address the social, emotional, and clinical needs of students.

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