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ERIC Number: EJ891861
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: ERIC
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0040-0599
The "I" in RTI: Research-Based Factors for Intensifying Instruction
Harlacher, Jason E.; Walker, Nancy J. Nelson; Sanford, Amanda K.
TEACHING Exceptional Children, v42 n6 p30-38 Jul-Aug 2010
Changes in the 2004 Individuals With Disabilities Education Improvement Act (IDEA, 2004) opened the door for wide use of response to intervention (RTI) as a model for identifying students with learning disabilities. These legislative changes coincide with recent trends of school-wide reform, in which schools implement research-based instruction and evaluate the responses of students to that support. This considerable reform calls for new skills for educators and a conceptual shift in the ways students' difficulties are viewed (Tilly, 2008). One new skill for some educators is examining instruction and modifying instructional factors associated with improving outcomes (Al Otaiba, 2005). This article provides a background and description of RTI, discusses the effect of RTI on special education, highlights the challenge of implementing RTI, and outlines research-based instructional factors that educators can use to intensify students' instructional supports. (Contains 1 figure and 1 table.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A