Response to intervention: changing the way we teach our children

Learning disabled children -- services for.;Effective teaching.;Learning disabilities.;Child development.;Individual differences in children.;Cognition in children.;Learning.

Schmitz, Tara JeanKrajewski, Robert ;

University of Wisconsin

关键词: Learning disabled children -- services for.;    Effective teaching.;    Learning disabilities.;    Child development.;    Individual differences in children.;    Cognition in children.;    Learning.;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/57132/SchmitzTaraMay2010.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

Passed on January 2, 2002, the No Child Left Behind Act has changed the way educators are looking at their student population. No longer are students in the wait- to- fail routine nor are they referred to Special Education for all minor or major discrepancies between their abilities and those of their peers. The nation today is implementing a multi-tiered, data-driven decision making procedure known as Response to Intervention to replace the learning disability discrepancy model which has been used for many years. Response to Intervention is a time consuming method used to intervene early to possibly detract from one;;s need for special education service. This thesis examines the good, the bad, and the ugly of Response to Intervention.