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ERIC Number: EJ1058822
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0040-0599
What Is Intensive Instruction and Why Is It Important?
Fuchs, Douglas; Fuchs, Lynn S.; Vaughn, Sharon
TEACHING Exceptional Children, v46 n4 p13-18 Mar-Apr 2014
In this article, the authors present two models of intensive instruction for students with and without disabilities who are having difficulties with Response to Intervention (RTI) currently in practice (Tier 1: general instruction that all students receive in mainstream classrooms, and Tier 2: programs often involving small group instruction). The authors present the two models of intensive instruction as follows: Model 1: "Intensified Tier 2 Instruction" is designed for the student that is progressing, but progressing too slowly. The plan requires a greater amount of practice with feedback to solidify and expand proficiency on foundation skills, with more step-by-step instruction, focusing on teaching new skills and strategies, and using student performance as feedback for adjusting instruction. Model 2: "Data-Based Individualization" is designed for students requiring individualized instruction. This method of one-to-one instruction is designed to meet a student's learning needs. This empirically proven method individually tailors instruction for students with significant learning problems. The article next provides an outline of the process teachers would follow when implementing the two models. With appropriate training, reading and math specialists, speech/language clinicians, school psychologists, and special educators can be trained to help the students most difficult to teach.
SAGE Publications. 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: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Grant or Contract Numbers: H326Q110005