
Handbook of Response to Intervention and Multi-Tiered Systems of Support
- 362 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Handbook of Response to Intervention and Multi-Tiered Systems of Support
About this book
Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction.
The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one's unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.
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Information
Table of contents
- Cover
- Half Title
- Title
- Copyright
- CONTENTS
- About the Editors
- List of Contributors
- Foreword
- SECTION I Trends and Issues in RTI and MTSS
- SECTION II Roles and Responsibilities in the RTI Process
- SECTION III RTI/MTSS in Elementary Grades
- SECTION IV RTI/MTSS in Secondary Grades
- Index