Graduation Year
2011
Document Type
Thesis
Degree
M.A.
Degree Granting Department
Anthropology
Major Professor
Kathryn Borman, Ph.D.
Committee Member
Elizabeth Bird, Ph.D.
Committee Member
Susan Greenbaum, Ph. D.
Keywords
inclusive education, differentiation, whole-child instruction, teacher quality, professional development
Abstract
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 schoolwide learning environment.
Scholar Commons Citation
Hein, Vanessa, "Using Multi-Paradigmatic Interventions: Gauging the Possibilities of Using Culturally Responsive Pedagogy within a Response to Intervention Framework" (2011). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/3146
