The ABCs of RTI: An Introduction to the Building Blocks of Response to Intervention

Autor/inn/en	Turse, Kimberly Ann; Albrecht, Susan Fread
Titel	The ABCs of RTI: An Introduction to the Building Blocks of Response to Intervention
Quelle	In: Preventing School Failure, 59 (2015) 2, S.83-89 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2013.837813
Schlagwörter	Response to Intervention; School Districts; Models; Program Descriptions; Program Implementation; Educational Practices; Learning Disabilities; Disability Identification; Educational Policy; Definitions; Alignment (Education); Teacher Responsibility; Educational Quality; Parent School Relationship; Change Strategies; Educational Administration + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Analogiemodell; Bildungspraxis; Learning handicap; Lernbehinderung; Politics of education; Bildungspolitik; Begriffsbestimmung; Lehrverpflichtung; Quality of education; Bildungsqualität; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lösungsstrategie; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The change in allowing school districts to use the more prevalent discrepancy model or the new addition of response to intervention to determine whether a disability is present has sparked discussion among educators. As districts decide which method to use, it is important to base decisions on factual and researched information. The authors hope to convey a clearer understanding of response to intervention, issues that still need to be addressed, and how the model could work. This piece includes an overview of response-to-intervention levels or tiers and what can occur for the student within each level. The advantages and current concerns are discussed as well as the quality of instruction that is needed for this model to be implemented effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01