Response to Intervention: An Alternative to Special Education
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Audio CD and Manual, Additional Manual(s)
Judy K. Montgomery, PhD, Barbara Moore-Brown, PhD
Students who have difficulty in the general education classroom must wait to fail before they can receive services. When they are referred for special education testing, school personnel typically need several weeks to test them and determine if they qualify for special education. The response to intervention (RTI) model suggests that using that time for teaching would have much more impressive results—and would help many students avoid special education. Learn how SLPs can work as part of an RTI team, with special focus on a language/literacy team using the five building blocks of reading from the National Reading Panel. Results of a two-year study in a large, culturally diverse urban school district will be shared and analyzed for other SLPs to use.
You will be able to:
- recognize the shortcomings of the “wait to fail” model of special education
- describe the RTI model
- create an RTI program at your school
View the Table of Contents [PDF]
Instructor Disclosure: Not available. The content for this program was developed and published prior to the ASHA Continuing Education Board requiring instructional personnel to provide financial and nonfinancial disclosure statements.
12/21/2011 to 11/25/2014