Response to Intervention
Response to intervention (RTI) is a multi-tiered framework for preventing academic failure and identifying students with learning disabilities by their responsiveness to high-quality instruction. All students are screened and taught with evidence-based core instruction; those who fall behind receive progressively more intensive intervention while their progress is closely monitored. Students who fail to respond even to intensive, well-implemented intervention are flagged as needing further evaluation. RTI reframes disability identification from a static test discrepancy to a dynamic question of who does not respond to good teaching.
Källpost
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- Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. · DOI 10.1598/RRQ.41.1.4
- Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. · DOI 10.1177/001440298505200303
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