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- Title
Considering Coherence: Teacher Perceptions of the Competing Agendas of RTI and an Existing Special Education Model.
- Authors
Pyle, Angela
- Abstract
In 2005, the Ontario Ministry of Education introduced Responsiveness to Intervention (RTI) to the Ontario school system. RTI is a tiered approach involving increasing levels of support for students who are at risk for later learning difficulties. However, the introduction of this different support structure was not accompanied by a substantial shift in Ontario's process of identifying and sup-porting struggling students. This paper uses focus group data to describe the perspectives of teachers who participated in the implementation of RTI and the tensions they experienced due to the lack of coherence between RTI and a special education framework where psycho-educational testing is the gateway to additional support.
- Subjects
ONTARIO; RESPONSE to intervention (Education); SPECIAL education; EARLY intervention (Education); TEACHER attitudes; EDUCATIONAL testing services
- Publication
Exceptionality Education International, 2011, Vol 21, Issue 3, p66
- ISSN
1918-5227
- Publication type
Article
- DOI
10.5206/eei.v21i3.7683