The current literature in teacher education for social justice fails to adequately address issues of disability within the equity discourse. In this paper, the authors advocate for a model of social justice teacher education that includes disability as part of the definition of marginalized groups by proposing the use of Response to Intervention (RTI) as a method for promoting inclusion into the social justice-oriented teacher preparation context.
Blum, Grace; Wilson, Megan; and Patish, Yelena
"MOVING TOWARD A MORE SOCIALLY JUST CLASSROOM THROUGH TEACHER PREPARATION FOR INCLUSION,"
Catalyst: A Social Justice Forum: Vol. 5
, Article 4.
Available at: https://trace.tennessee.edu/catalyst/vol5/iss1/4