Tiered Intervention: History and Trends in Finland and the United States

Autor/inn/en	Jahnukainen, Markku; Itkonen, Tiina
Titel	Tiered Intervention: History and Trends in Finland and the United States
Quelle	In: European Journal of Special Needs Education, 31 (2016) 1, S.140-150 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1108042
Schlagwörter	Foreign Countries; Comparative Education; Educational Trends; Educational History; Intervention; Special Education; Special Needs Students; Models; Inclusion; Program Implementation; Academic Support Services; Response to Intervention; Disabilities; Educational Change; Educational Policy; Finland; United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Bildungsentwicklung; History of education; Bildungsgeschichte; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Analogiemodell; Inklusion; Handicap; Behinderung; Bildungsreform; Politics of education; Bildungspolitik; Finnland; USA
Abstract	This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar definitions. Despite the similarities, the history and political meaning of the tiered models are different in these countries. However, in both countries, part of the underlying political expectation is that the change to tiered intervention will promote inclusive education, but also diminish the number of special education students, and at the same time decrease the rising costs of special education funding. It is evident that there have been educational as well as political and financial objectives behind the restructuring in both countries. We conclude with a discussion on policy implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01