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Special Education Policy and Response to Intervention: Identifying Promises and Pitfalls to Advance Social Justice for Diverse Students

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Abstract

This article provides a brief overview of special education policy within the context of changing student demographics, with a focus on disproportionate identification for special education and inappropriate educational placement for diverse students. Additionally, it provides an overview of the Response to Intervention (RTI) model and how RTI might overcome some of the limitations of traditional methods for determining special education eligibility and, consequently, address disproportionality and social justice for diverse students. In that vein, we discuss some of the more salient promises and pitfalls of RTI and consider ways to maximize its potential through culturally responsive practices. Finally, we consider some of the intended and unintended consequences of RTI with diverse students, along with recommendations for overcoming the unintended consequences.

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Authors and Affiliations

  1. Department of Educational Psychology, The University of Texas at San Antonio, 501 W. Cesar E. Chavez Blvd, San Antonio, TX, 78207, USA

    Felicia Castro-Villarreal, Victor Villarreal & Jeremy R. Sullivan

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  1. Felicia Castro-Villarreal
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  2. Victor Villarreal
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  3. Jeremy R. Sullivan
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Correspondence to Victor Villarreal.

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Castro-Villarreal, F., Villarreal, V. & Sullivan, J.R. Special Education Policy and Response to Intervention: Identifying Promises and Pitfalls to Advance Social Justice for Diverse Students. Contemp School Psychol 20, 10–20 (2016). https://doi.org/10.1007/s40688-015-0077-3

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