Response to Intervention: Investigating the New Role of Special Educators

Autor/inn/en	Cummings, Kelli D.; Atkins, Trent; Allison, Randy; Cole, Carl
Titel	Response to Intervention: Investigating the New Role of Special Educators
Quelle	In: TEACHING Exceptional Children, 40 (2008) 4, S.24-31 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Intervention; Federal Legislation; Formative Evaluation; Special Education Teachers; Educational Legislation; Teacher Role; Disability Identification + Suchen Sie Ihr Suchwort? Bundesrecht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsrecht; Schulgesetz; Lehrerrolle
Abstract	Special educators wear many different hats in our current educational system. Due to recent federal legislation, they may be required to wear a couple of new ones. This article provides a glimpse into past roles and begins to lay some groundwork for the future role of special educators in a Response to Intervention (RTI) context. This article (a) highlights the congruence between legislative acts impacting education, (b) explains how legislative acts can be used to help schools be more proactive in meeting the needs of struggling students, (c) describes key elements of an RTI model, (d) explains the role of formative assessment, (e) explains the application of RTI with a school-based case example, and (f) concludes with a discussion of how the current skills of special educators can support schools beginning to adopt RTI. (Contains 5 figures.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10