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Title Details:
Response to Instruction and Intervention - RtI
Authors: Tzivinikou, Sotiria
Reviewer: Galantomos, Ioannis
Subject: HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > >
HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > DIDACTICS
HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > TEACHING AND LEARNING (PROCESSES AND METHODOLOGY)
HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > >
HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > TEACHING AND LEARNING (PROCESSES AND METHODOLOGY) > LEARNING PROCESS
HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > THEORY OF EDUCATION (BROAD EDUCATIONAL CONCEPTS) > EDUCATIONAL METHODS > TEACHING METHODS
HUMANITIES AND ARTS > EDUCATION AND EDUCATION SCIENCES > TEACHING AND LEARNING (PROCESSES AND METHODOLOGY) > TEACHING > TEACHING METHODS > REMEDIAL TEACHING
Description:
Abstract:
The emphasis placed on the pedagogical nature of learning disabilities (LD) due to changes in educational policy and inclusive education led to the development of an alternative model for identifying and supporting students who are at risk or experiencing LD. This model, called "Response to Instruction and Intervention" (RtI), was introduced by Fuchs (1995). This chapter provides a summary of the factors that led to the need for this new model, along with its key elements and underlying assumptions. It outlines the diverse levels of multi-tiered intervention proposed by the RtI model: a) Tier 1 - instruction in the general classroom, b) Tier 2 - small group support instruction, and c) Tier 3 - individualized instruction. Additionally, the chapter discusses the screening process, the universal screening that serves as the initial step in the implementation of RtI, and progress monitoring—a form of assessment included in the model that aims to provide feedback to both the student and the teacher. Two main RtI models are presented: a) the standard protocol model and b) the problem-solving model, which represent two ends of a continuum where efficiency and effectiveness are inversely related. The chapter also critically approaches their application, suggesting that, in practice, a combination of both models is often more appropriate depending on the specific needs of each school. Furthermore, the use of RtI is discussed in both language and mathematics instruction, and a critique of the model is offered, including a discussion on the prospects for its implementation.
Linguistic Editors: Kitsiou, Stavroula
Technical Editors: Tazes, Dimitris
Loukeri, Sofia
Type: Chapter
Creation Date: 2015
Item Details:
License: Attribution – NonCommercial – NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Handle http://hdl.handle.net/11419/5337
Bibliographic Reference: Tzivinikou, S. (2015). Response to Instruction and Intervention - RtI [Chapter]. In Tzivinikou, S. 2015. Learning disabilities – Instructional interventions [Undergraduate textbook]. Kallipos, Open Academic Editions. https://hdl.handle.net/11419/5337
Language: Greek
Is Part of: Learning disabilities – Instructional interventions
Publication Origin: Kallipos, Open Academic Editions