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What is Response to Intervention

Chapter 11
Rethinking Inclusion and Transformation in Special Education
Is a multi-tiered approach that aims at the early identification and support of students with behavioral and instructional needs. The approach consists of three tiers that start with universal screening and end with individualized instruction and referral to special education.
Published in Chapter:
Assessment of Students With Disabilities in the UAE Toward Thriving in Inclusive Classrooms: Reality and Vision
Ahmed Hemdan (United Arab Emirates University, UAE)
Copyright: © 2022 |Pages: 17
DOI: 10.4018/978-1-6684-4680-5.ch011
Abstract
This chapter addresses the reality of assessment with disabilities in the UAE. A related purpose is to delineate suggestions and strategies that can help in the establishment of a coherent assessment system that strives to accurately identify different disabilities in schools. It presents information relating to how students with disabilities are identified. This entails several steps and different organizations that are involved in the assessment process. It presents information about the provision of inclusion the country and connections to assessment of students with disabilities. Two focus-group discussions were conducted with special education teachers and administrators which explored the participants' views and practices in relation to how students with disabilities in the schools are identified, whether the assessment procedures are sufficient, and requirements of a solid assessment system. The chapter concludes with several suggestions as a framework of developing a comprehensive assessment system that ensures that students with disabilities are not misidentified.
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Chapter 1
The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals
RtI incorporates a dynamic assessment model whose purpose is to evaluate a student’s ability to learn over time when provided with instruction. RtI emphasizes a process that attempts to provide additional, increasingly intensified support to students over time before labeling them as having disabilities.
Published in Chapter: The Preassessment Process for English Learners With Potential Language Impairment: Best Practices for Public School Professionals; From: Cases on Communication Disorders in Culturally Diverse Populations
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Chapter 12
Special Education Leadership and the Implementation of Response to Intervention
The practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important education decisions ( Batsche et al., 2005 ).
Published in Chapter: Special Education Leadership and the Implementation of Response to Intervention; From: Handbook of Research on Individualism and Identity in the Globalized Digital Age
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Chapter 14
Developing Students' Self-Regulation Skills Within and Outside Academic Modules
A system of supports that schools put in place to provide high-quality education to students with disabilities.
Published in Chapter: Developing Students' Self-Regulation Skills Within and Outside Academic Modules; From: Supporting Self-Regulated Learning and Student Success in Online Courses
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Chapter 7
Developing Special Educators to Work Within Tiered Frameworks
A framework for prevention and intervention that allows for the identification of specific learning disabilities.
Published in Chapter: Developing Special Educators to Work Within Tiered Frameworks; From: New Considerations and Best Practices for Training Special Education Teachers
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Chapter 15
Applied Behavior Analysis as a Teaching Technology
A multi-tier approach to identify students who require academic, social and behavioral interventions in general education classrooms and school settings. The effectiveness of such interventions subsequently measured to determine the need to refer the student for additional academic, social and/or behavioral supports via special education services.
Published in Chapter: Applied Behavior Analysis as a Teaching Technology; From: Handbook of Research on Human Development in the Digital Age
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Chapter 18
Assessment in Inclusive Settings
A multi-tiered framework with increasing levels of academic or behavioral support to meet the needs of all students.
Published in Chapter: Assessment in Inclusive Settings; From: Handbook of Research on Classroom Diversity and Inclusive Education Practice
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Chapter 11
Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers: The Value of Strong Partnerships in Both Traditional and Provisional Teacher Training Programs
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Chapter 7
If It Walks Like a Duck: Shifting Identities of a Special Educator
An approach used within schools to help catch struggling learners early and offer layers of support to help them close gaps in learning (IDEA, 2004 AU71: The in-text citation "IDEA, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: If It Walks Like a Duck: Shifting Identities of a Special Educator; From: Decolonizing Inclusive Education: Centering Heartwork, Care, and Listening
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