There exists a highly charged debate about whether or not the Problem Solving/Response to Intervention (PS/RtI) model works alone in lowering the rate of special education referrals for students in an inclusive learning environment. This study seeks to explore the incorporation of a culturally responsive pedagogy (CRP) into the PS/RtI framework, with the assumption that it would assist teachers with PS/RtI implementation as well as enhance their classroom learning environment. Interviews with PS/RtI coaches and elementary school teachers implementing PS/RtI are coded using inductive and deductive strategies, using salient factors of both CRP and PS/RtI as indicators for a comparative analysis. Results suggest that PS/RtI coaches and teachers in favor of CRP incorporation have a more positive perspective about inclusive education as well as viewing PS/RtI as a successful and sustainable model that benefits all children in the classroom, in addition to lowering the rate of special education referrals. The result of a union between a pedagogical model and a problem-solving model purports to not only promote whole-child instruction, but a more holistic school-wide learning environment.
|Commitee:||Bird, Liz, Greenbaum, Susan|
|School:||University of South Florida|
|School Location:||United States -- Florida|
|Source:||MAI 50/03M, Masters Abstracts International|
|Keywords:||Differentiation, Inclusive education, Professional development, Teacher quality, Whole-chil instruction|
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