The article examines how the local contexts of school districts affect teacher’s perceptions of special education and students. The article is useful to practitioners because it gives insight into how teacher’s perceptions may be related to disproportionate outcomes.
Skiba, R.J., Simmons A., and others. “The Context of Minority Disproportionality: Practitioner Perspectives on Special Education Referral”. Teachers College Record. Volume 108, No. 7, 2006: 1424-1459.
The article critically engages with the assumptions embedded in RtI. It argues that while the policy may appear to be a comprehensive intervention system it does not directly engage with structural and contextual inequities in school districts. It is an important article for practitioners because it provides a critical lens to understand how policy alone cannot assure equitable outcomes.
Artiles, A. J., Bal, A., and King-Thorius, K. “Back to the Future: A Critique of Response to Intervention’s Social Justice Views.” Theory Into Practice, 49, 2010: 250–257.
