Addressing Barriers to Effective RTI through School Counselor Consultation: A Social Justice Approach

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Dr. Gretchen G. Robinson, Assistant Professor; Coordinator, Special Education (Creator)
Dr. Jeffrey M. Warren, Assistant Professor (Creator)
The University of North Carolina at Pembroke (UNCP )
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Abstract: Response to Intervention (RTI) is a culturally responsive framework developed to provide targeted, evidence-based instruction to all students in regular education settings. A goal of RTI is to reduce the disproportionate number of students of color referred for special education services. However, numerous barriers often prevent teachers from effectively engaging in the RTI process and serve to impede the delivery of instruction. School counselors can provide rational emotive-social behavior (RE-SB) consultation for teachers to address psychosocial barriers and promote social justice. This article outlines RTI, barriers to implementation, and how school counselors can advocate for all students through RE-SB consultation.

Additional Information

Electronic Journal for Inclusive Education, 3 (4)
Language: English
Date: 2015
Counseling, Counselors, Response to Intervention, REBT, School Counselor Consultation, Social Justice

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