Degree Granting Department
Kathryn Borman, Ph.D.
Elizabeth Bird, Ph.D.
Susan Greenbaum, Ph. D.
inclusive education, differentiation, whole-child instruction, teacher quality, professional development
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). Graduate Theses and Dissertations.