Understanding the Philosophical Foundations of Disabilities to Maximize the Potential of Response to Intervention
Bibliographic Data
| ID | 8857003 |
|---|---|
| Authors | Nai‐Cheng Kuo (0000-0002-6180-8463, Augusta University, corresponding author), Nai-Cheng Kuo (Teacher Education, Georgia Regents University , Augusta, USA) |
| Year | 2014 |
| Volume | 47 |
| Issue | 7 |
| Pages | 647-660 |
| Publication date | 2014-04-14 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2014.905763 |
| OpenAlex | W2135106425 |
| Language | EN |
| References cited | 29 |
In the United States and elsewhere in the world, disabilities are being studied by two different schools of thought: special education and disability studies. In the field of special education, analyses are often pragmatic and instrumental. In contrast, analyses in the field of disability studies are often historical and cultural, explaining disabilities as constructed by social value. This lack of agreement about disabilities leads us to ask: How can practitioners and researchers begin to address the issue of which students might need intensive interventions for their disabilities through the response to intervention (RTI) approach when disabilities are viewed so differently by scholars in the field? In this article I compare and contrast the philosophical foundations of disabilities in special education and disability studies and conclude that the dimensions of pragmatic, instrumental, historical, and cultural factors must be taken into account in order to achieve both the macro and micro levels of RTI implementation
Developmental psychology · Disability studies · Epistemology · Field (mathematics · Higher education · Inclusion (mineral · Intervention (counseling · Learning disability · Pedagogy · Philosophy of education · Political science · Psychological intervention · Sociology · Special education · Value (mathematics · Disability Education and Employment · Education Discipline and Inequality · Family and Disability Support Research · Law · Psychology · Social Psychology
Disability Aesthetics
Tools of Exclusion
Disability Studies in Education
Research in Special Education
Alternative approaches to the definition and identification of learning disabilities
The social model of disability
Handbook of Research in the Social Foundations of Education
Disability Studies and the Inclusive Classroom
Arguing about disability
Disability studies and inclusive education — implications for theory, research, and practice
Undermining inclusion? A critical reading of response to intervention (RTI)
The conflict within
Introduction to response to intervention
Diversity in Teacher Education and Special Education
| Highly cited | No |
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