Literaturnachweis - Detailanzeige
| Autor/in | Ferri, Beth A. |
|---|---|
| Titel | Response to intervention: persisting concerns. |
| Quelle | Aus: Amrhein, Bettina (Hrsg.): Diagnostik im Kontext inklusiver Bildung. Theorien, Ambivalenzen, Akteure, Konzepte. Bad Heilbrunn: Verlag Julius Klinkhardt (2016) S. 217-231 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Sammelwerksbeitrag |
| ISBN | 3-7815-2078-1; 978-3-7815-2078-3 |
| Schlagwörter | Individuelle Förderung; Reaktion (Psy); Pädagogische Diagnostik; Screening-Verfahren; Inklusion; Intervention; Kritik; Modell; USA |
| Abstract | Rapidly institutionalized within educational policy and practice, Response to Intervention (RTI) is a multi-tier whole school approach to universal screening, targeted evidence-based intervening, and progress monitoring for students who are struggling to keep up with grade level or behavioral standards. Although RTI has quickly become institutionalized in policy as a "best practice"and widely adopted in the U.S., there remains persisting concerns about the model. In this paper the author critically examines both the RTI model and the assumptions that undergird its practices. She concludes by proposing ways to make an RTI model more responsive to the context of teaching and learning in today's classrooms. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2017/1 |
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