NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940124
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0040-0599
A Practitioner's Guide to Consultation and Problem Solving in Inclusive Settings
Musti-Rao, Shobana; Hawkins, Renee O.; Tan, Carol
TEACHING Exceptional Children, v44 n1 p18-26 Sep-Oct 2011
In recent years, the response to intervention (RTI) model has not only gained popularity as an alternate approach to identifying students with learning disabilities but also offered general education teachers a framework for problem solving at the classroom level. The model emphasizes ongoing progress monitoring of student performance to make decisions about the intensity, level, and duration of intervention required for students to succeed in both academic and behavioral domains. Although RTI has been predominantly a North American initiative, its principles and framework can be applied to schools and classrooms around the world. The authors implemented these strategies in a secondary classroom in Singapore to address disruptive behaviors. The process and outcomes of their experience provide useful guidelines for both general and special education teachers interested in employing a problem-solving model to address the needs of students with diverse academic and behavioral needs. (Contains 2 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore