The "Blurring" of Special Education in a New Continuum of General Education Placements and Services
The "Blurring" of Special Education in a New Continuum of General Education Placements and Services
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DOI：
10.1177/001440291007600304
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发表时间：
2010-03-01
影响因子：
2.8
通讯作者：
Stecker, Pamela M.
中科院分区：
文献类型：
--
作者：
Fuchs, Douglas;Fuchs, Lynn S.;Stecker, Pamela M.
近10年来，响应干预政策倡议在联邦州和地方各级以及各利益攸关方中引起了热情。然而，关于其性质和目的，存在着基本和重要的分歧。作者描述了两个对RTI有着截然不同观点的群体，试图考察其多重含义，认为这两个群体都没有一个可信的计划来教育有严重学习需求的儿童和青少年，并鼓励所有感兴趣的各方积极思考他们想要以RTI的名义完成什么。
For nearly 10 years, the response-to-intervention (RTI) policy initiative has engendered enthusiasm at federal state, and local levels and among various stakeholders. Nevertheless, there are basic and important disagreements about its nature and purpose. The authors describe two groups with contrasting perspectives on RTI in an effort to examine its multiple meanings, to argue that neither group has a credible plan to educate children and youth with severe learning needs, and to encourage all interested parties to think productively about what they want to accomplish in the name of RTI.