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ERIC Number: EJ947828
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1555-6913
Response to Intervention: Implications for the Proficiency of Early Childhood Special Educators
Mack, Faite R-P.; Smith, Vernon G.; Straight, Holly
Journal of the International Association of Special Education, v11 n1 p15-21 Spr 2010
Collaboration seems to be an almost inherent theme in most current trends and theories shaping early childhood special education reform; so much so, that we possibly reference these theories only in terms of their collaborative nature, without fully understanding them. Response to Intervention is currently getting a great deal of attention, not only due to its inclusive nature regarding other promising educational concepts (such as differentiated instruction), but because included in the RTI framework are implications regarding the current system of testing for special education eligibility and the categorization of students receiving special education services. This paper presents a review of where the field may be heading with future initiatives regarding early childhood special education and how it relates to implications for the early childhood special needs teacher. (Contains 1 figure.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A