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ERIC Number: EJ1051135
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-2158-0979
Response to Intervention for Young Children with Mild, Moderate/Severe Cognitive Disabilities: Literature Review
Almalki, Nabil; Abaoud, Abdulrahman
Journal of International Education Research, v11 n1 p63-70 2015
This study has discussed in-depth information about understanding the Response to Intervention (RTI) linking with children from pre-school to kindergarten (three to eight years old) who have Cognitive Disabilities (CD), including different levels from mild to moderate and/or severe. The study consists of five main sections--RTI, CD, RTI Linking with CD, teaching methods for children with CD, and how RTI helps disability in school. Each section is presented in comprehensive detail.
Descriptors: Response to Intervention, Young Children, Literature Reviews, Early Childhood Education, Severity (of Disability), Teaching Methods, Disabilities, Mental Retardation, Alignment (Education), Accessibility (for Disabled), Outcomes of Treatment, Educational Practices
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: No Child Left Behind Act 2001; Individuals with Disabilities Education Act