Sujay V. Sabnis, J. Castillo, Jennifer R. Wolgemuth
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RTI, Equity, and the Return to the Status Quo: Implications for Consultants
ABSTRACT The federal RTI policy came into effect in 2004, and saw widespread diffusion. The culture of policy framework explicates the design inherent to the life cycles of equity-oriented top-down policies – how they get made, spread, and mutate. In this critical qualitative inquiry, we interviewed six white teachers about RTI, and their experiences of using its principles to serve Black students. Using the culture of policy framework, we conducted theoretical thematic analysis of the interview data to understand the rituals and ideologies driving the local enactments of RTI. Main findings involved a compliance-driven RTI, and deficit-based interpretations of students’ poor responses to inadequate Tier 2/3 supports. Tiers became a typology for classifying students similar to special education labels. These findings provide a glimpse into RTI’s appropriation into the existing system. We discuss recommendations to help consultants develop transformative anti-oppressive practice.
期刊介绍:
The Journal of Educational & Psychological Consultation (JEPC) provides a forum for improving the scientific understanding of consultation and for describing practical strategies to increase the effectiveness and efficiency of consultation services. Consultation is broadly defined as a process that facilitates problem solving for individuals, groups, and organizations. JEPC publishes articles and special thematic issues that describe formal research, evaluate practice, examine the program implementation process, review relevant literature, investigate systems change, discuss salient issues, and carefully document the translation of theory into practice.