Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change

Autor/inn/en	Murawski, Wendy W.; Hughes, Claire E.
Titel	Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change
Quelle	In: Preventing School Failure, 53 (2009) 4, S.267-277 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Intervention; Learning Disabilities; Identification; Cooperation; Team Teaching; Regular and Special Education Relationship; Models; Instructional Effectiveness; At Risk Students; Educational Change; Educational Practices + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Co-operation; Kooperation; Teamteaching; Analogiemodell; Unterrichtserfolg; Bildungsreform; Bildungspraxis
Abstract	Response to intervention (RTI) is a new method of identifying students with learning disabilities. RTI's increasing implementation affects all teachers and students, in both general and special education. The authors provide educators with a practical understanding of what RTI may look like in the classroom and how co-teaching as an instructional service delivery model can make RTI more efficient, effective, and realistic. After introducing the RTI model and its role in supporting a paradigm shift for the identification of students with learning disabilities and the support of at-risk learners, the authors then highlight the important components of collaboration and review the key tenets of effective co-teaching. They provide specific examples to demonstrate how co-teaching and collaboration are critical to the systemic change required for schools interested in supporting an RTI model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10