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Article
A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners
Teaching Exceptional Children
  • Julie Esparza Brown, Portland State University
  • Jennifer Doolittle, Office of Special Education Programs, US Department of Education
Document Type
Article
Publication Date
1-1-2008
Abstract
This article presents information on Response to Intervention (RTI) strategies for English Language Learners. The authors present a cultural, linguistic and ecological framework for RTI and suggest that RTI needs to account for each of these factors in order to be effective. They note the importance of understanding a student's language proficiency in their first and second language as well as the context that they acquired those language skills in. They examine the tier approach involved with RTI and explore how to incorporate their framework into this structure.
Description

This paper was published in Teaching Exceptional Children and is made available as an electronic reprint with the permission of Council of Exceptional Children. The paper can be found at the following URL on the Council for Exceptional Children website: http://www.cec.sped.org/. Systematic or multiple reproduction or distribution to multiple locations via electronic or other means is prohibited and is subject to penalties under law.

Persistent Identifier
http://archives.pdx.edu/ds/psu/10944
Citation Information
Brown, J., & Doolittle, J. (2008). A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners. Teaching Exceptional Children, 40(5), 66-72.