Literaturnachweis - Detailanzeige
| Autor/inn/en | Preston, Angela I.; Wood, Charles L.; Stecker, Pamela M. |
|---|---|
| Titel | Response to Intervention: Where It Came from and Where It's Going |
| Quelle | In: Preventing School Failure, 60 (2016) 3, S.173-182 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2015.1065399 |
| Schlagwörter | Response to Intervention; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Learning Disabilities; Educational Practices; Disability Identification; Models; Problem Solving; Individualized Instruction; Student Needs; Special Education; Evidence Based Practice; Screening Tests; At Risk Students |
| Abstract | Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between the controversies of LD and the emergence of RTI. We offer discussion on the evolution of RTI through current practice, along with implications and cautions regarding future practice so that school personnel might gain a better understanding of RTI. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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