The Many Faces of Special Education within RTI Frameworks in the United States and Finland

Autor/inn/en	Björn, Piia M.; Aro, Mikko T.; Koponen, Tuire K.; Fuchs, Lynn S.; Fuchs, Douglas H.
Titel	The Many Faces of Special Education within RTI Frameworks in the United States and Finland
Quelle	In: Learning Disability Quarterly, 39 (2016) 1, S.58-66 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948715594787
Schlagwörter	Foreign Countries; Response to Intervention; Special Education; International Assessment; Achievement Tests; Comparative Analysis; Learning Disabilities; Disability Identification; School Administration; Educational Legislation; Equal Education; Educational Quality; Federal Legislation; Elementary Secondary Education; Student Placement; Regular and Special Education Relationship; Special Education Teachers; Teacher Role; Finland; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Learning handicap; Lernbehinderung; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Bundesrecht; Schülerpraktikum; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Finnland; USA
Abstract	Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainly an administrative structure for support. Second, the U.S. RTI includes clear definitions regarding the intensity, duration, and content of support provided within each tier whereas the Finnish version contains no explicit guidelines for support. Third, the U.S. RTI assumes no special educational services in the first two tiers, but the Finnish framework includes special educational services from the onset of support. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01