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Carey, Robin J. – AASA Journal of Scholarship & Practice, 2012
The author's purpose for this article is to examine the use of the Response to Intervention (RtI) framework to meet the needs of a continuum of learners, from those who most struggle to those in need of advanced educational opportunities. Through classroom observations, teacher interviews, and dialogue with the site-based Problem-Solving Team,…
Descriptors: Gifted, Focus Groups, Response to Intervention, Case Studies