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ERIC Number: EJ1019168
Record Type: Journal
Publication Date: 2014-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-1525-7401
Frameworks for Response to Intervention in Early Childhood: Description and Implications
Communication Disorders Quarterly, v35 n2 p108-119 Feb 2014
In February, 2013, the Division of Early Childhood, the National Association for the Education of Young Children, and the National Head Start Association released a collaborative paper to provide clarification and assistance regarding the relationship of response to intervention (RTI) with the field of early childhood (EC). In addition to promoting a broader discussion of this topic, in this article, I provide a valuable resource for families, and general and special education early childhood teachers, administrators, and leaders in the field. The following key elements are discussed: context for RTI in K-12 and EC, features of RTI frameworks in EC, misunderstandings and misconceptions of RTI, and the future of RTI in EC programs.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001