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- W2146103617 abstract "Response to intervention (RTI) is a new method of identifying students with learning disabilities. RTI's increasing implementation affects all teachers and students, in both general and special education. The authors provide educators with a practical understanding of what RTI may look like in the classroom and how co-teaching as an instructional service delivery model can make RTI more efficient, effective, and realistic. After introducing the RTI model and its role in supporting a paradigm shift for the identification of students with learning disabilities and the support of at-risk learners, the authors then highlight the important components of collaboration and review the key tenets of effective co-teaching. They provide specific examples to demonstrate how co-teaching and collaboration are critical to the systemic change required for schools interested in supporting an RTI model." @default.
- W2146103617 created "2016-06-24" @default.
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- W2146103617 date "2009-07-01" @default.
- W2146103617 modified "2023-09-26" @default.
- W2146103617 title "Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change" @default.
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- W2146103617 doi "https://doi.org/10.3200/psfl.53.4.267-277" @default.
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