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Undermining inclusion? A critical reading of response to intervention (RTI).
- Source :
- International Journal of Inclusive Education; Aug2012, Vol. 16 Issue 8, p863-880, 18p
- Publication Year :
- 2012
-
Abstract
- In this paper, I critically examine the discourse surrounding response to intervention (RTI), a US-based education reform that has garnered a considerable amount of attention (as well as controversy) in a very short amount of time. A multi-pronged reform effort, RTI is a tiered approach to delivering instructional intervention to students at risk, an on-going and systematic model of monitoring student performance, as well as an alternative to the ability/achievement discrepancy model for identifying learning disabilities. In this paper, I argue, however, that RTI is not so much a reform but a tactic, aimed at returning to the status quo of segregated special education and reinvigorating many of the foundational assumptions of traditional special education practice. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 13603116
- Volume :
- 16
- Issue :
- 8
- Database :
- Complementary Index
- Journal :
- International Journal of Inclusive Education
- Publication Type :
- Academic Journal
- Accession number :
- 78335077
- Full Text :
- https://doi.org/10.1080/13603116.2010.538862