Electronic Journal for Inclusive Education
Abstract
The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identified with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identification models that include RTI may lead to better achievement and behavior outcomes for all students. Presented here are ideas and resources that teachers can use as interventions for planning for RTI at all levels. The intent is that that these practices will assist in providing informed decisions to address the needs of all student learners.
Repository Citation
Rush, C. B.,
Dobbins, N.,
& Kurtts, S. A.
(2010).
Response to Intervention: Right on Track,
Electronic Journal for Inclusive Education, 2
(6).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
