What counts as response and intervention in RTI? A sociocultural analysis

Area of Science:

• Educational Psychology
• Sociocultural Theory
• Equity in Education

Background:

• Response to Intervention (RTI) is a widely adopted framework in U.S. schools to support struggling learners.
• RTI is increasingly visible in research and practice, with growing national support.
• RTI models purportedly aim to address equity for ethnic and linguistically diverse students.

Purpose of the Study:

• To conduct a sociocultural analysis of the core components of RTI: 'response' and 'intervention'.
• To examine the underlying assumptions of RTI through an interdisciplinary lens.
• To identify potential equity implications for diverse student populations within RTI frameworks.

Main Methods:

• Sociocultural analysis of RTI's definitions and assumptions.
• Integration of interdisciplinary theoretical and empirical insights on learning and development.
• Focus on the cultural context of educational practices.

Main Results:

• RTI's foundational assumptions may create unintentional blind spots for educators and researchers.
• These blind spots can impact the design, implementation, and assessment of learning environments.
• Potential negative consequences for ethnic and linguistically diverse students are highlighted.

Conclusions:

• A critical sociocultural perspective is needed to refine RTI models for greater equity.
• Future research should focus on culturally responsive approaches within RTI.
• Addressing potential biases in RTI is crucial for supporting all learners effectively.