Abstract
The reauthorization of the Individuals with Disabilities Education Act (IDEA) opens the door for the general education system to revisit how it assesses and provides service for students who are experiencing academic and behavioral difficulties. As opposed to the current regular education practice of relying upon a refer-test-place approach to support students with special academic or behavioral needs, this alternative approach places an emphasis on both assessment and, importantly, intervention in regular education settings. Response to intervention (RTI) offers regular education teachers assessment options and intervention tools that encourages them to accept instructional responsibility for a broader range of students than the prior model.
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Knotek, S.E. (2007). Consultation within Response to Intervention Models. In: Jimerson, S.R., Burns, M.K., VanDerHeyden, A.M. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-49053-3_4
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DOI: https://doi.org/10.1007/978-0-387-49053-3_4
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