A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology

Autor/inn/en	Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay
Titel	A Comprehensive Approach to RtI: Embedding Universal Design for Learning and Technology
Quelle	In: Learning Disability Quarterly, 33 (2010) 4, S.243-255 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Response to Intervention; Access to Education; Teaching Methods; Instructional Design; Technology Uses in Education; Holistic Approach; Individualized Instruction; Special Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Holistischer Ansatz; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to effectively access and engage in instruction. Although these two frameworks are widely accepted as structures for supporting students with diverse learning needs, the relationship between them has not been adequately developed. This article describes how an ecological RtI framework that integrates scientifically based instructional strategies, proactive instructional design, and purposeful technology use can provide a more seamless support system for all students. (Contains 1 figure.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10