ERIC Number: EJ838037
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 58
Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change
Murawski, Wendy W.; Hughes, Claire E.
Preventing School Failure, v53 n4 p267-277 Sum 2009
Response to intervention (RTI) is a new method of identifying students with learning disabilities. RTI's increasing implementation affects all teachers and students, in both general and special education. The authors provide educators with a practical understanding of what RTI may look like in the classroom and how co-teaching as an instructional service delivery model can make RTI more efficient, effective, and realistic. After introducing the RTI model and its role in supporting a paradigm shift for the identification of students with learning disabilities and the support of at-risk learners, the authors then highlight the important components of collaboration and review the key tenets of effective co-teaching. They provide specific examples to demonstrate how co-teaching and collaboration are critical to the systemic change required for schools interested in supporting an RTI model.
Descriptors: Intervention, Learning Disabilities, Identification, Cooperation, Team Teaching, Regular and Special Education Relationship, Models, Instructional Effectiveness, At Risk Students, Educational Change, Educational Practices
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A