Literaturnachweis - Detailanzeige
Autor/in | Alahmari, Adhwaa |
---|---|
Titel | A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers' Implementations and Perceptions |
Quelle | In: International Journal of Special Education, 33 (2019) 4, S.894-909 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0827-3383 |
Schlagwörter | Response to Intervention; Program Implementation; Educational Legislation; Equal Education; Federal Legislation; General Education; Faculty Development; Teacher Attitudes; Learning Disabilities |
Abstract | The researcher briefly reviewed the Response to Intervention (RtI) framework and explained how Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and No Child Left Behind (NCLB) enhanced RtI implementation in general education classrooms. The main focus of this paper is to identify general educators' roles when implementing RtI components such as evidence-based interventions and assessment. In addition, empirical studies that focused on general educators' perceptions of RtI reforms were presented. The reviewed of the RtI literature show the need for more research on the impact of professional development, general educators' perceptions and implementation of RtI. (As Provided). |
Anmerkungen | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |