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ERIC Number: ED531931
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Response to Intervention (RTI) in Early Childhood: Building Consensus on the Defining Features
National Professional Development Center on Inclusion
Response to Intervention (RTI) is an approach that is gaining acceptance in kindergarten-Grade 12 in many schools throughout the U.S. RTI has a dual focus--improving the quality of instructional practices for all students, and as providing additional instructional and behavioral supports for some students to ensure that every student succeeds in school. Although there is not a single definition or agreed-upon way of implementing RTI, the key features of this approach generally involve gathering information on students' skills to help teachers plan and organize instruction, providing evidence-based interventions and supports, and monitoring student progress in learning. A growing body of research indicates that RTI is effective for addressing learning difficulties among school-age children, with strong evidence for the effectiveness of targeted reading and math interventions for this age group. In recent years, the use of RTI practices to support learning and development in children prior to kindergarten has generated widespread interest in the early childhood field. However, there is considerable variability in how familiar people are with this approach, ranging from individuals having little or no awareness or understanding about RTI to some programs beginning to implement this approach with three-to-five year-olds. Furthermore, there is little research evidence at this time to guide the use of RTI with children prior to kindergarten. As a result, a number of questions about RTI in early care and education programs have emerged--what practices define RTI, who implements it, which children and families are affected, who benefits, and how does RTI fit within existing practices and services? In response to the critical need for reliable information on RTI, and with input from national experts and key stakeholders, the National Professional Development Center on Inclusion (NPDCI) created this concept paper on RTI in early childhood. This paper offers a framework for thinking about the meaning of RTI in early childhood. In addition, it outlines important considerations for early care and education programs that choose to adopt and implement RTI. Finally, it provides recommendations for how the concept paper can be used by families, practitioners, administrators, researchers, and policymakers to guide and inform future efforts related to RTI in early childhood. (Contains 1 figure and 8 endnotes.)
National Professional Development Center on Inclusion. University of North Carolina at Chapel Hill FPG Child Development Institute CB#8185, Chapel Hill, NC 27599. Tel: 919-966-2622; e-mail: npdci@mail.fpg.unc.edu; Web site: http://npdci.fpg.unc.edu
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Professional Development Center on Inclusion (NPDCI)
Identifiers - Location: United States