Literaturnachweis - Detailanzeige
| Autor/inn/en | Thurlow, Martha L.; Ghere, Gail; Lazarus, Sheryl S.; Liu, Kristin K. |
|---|---|
| Institution | National Center on Educational Outcomes |
| Titel | MTSS for All: Including Students with the Most Significant Cognitive Disabilities |
| Quelle | (2020), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Students with Disabilities; Intellectual Disability; Severe Disabilities; Inclusion; Individualized Instruction; Response to Intervention; Screening Tests; Progress Monitoring; Evidence Based Practice; Regular and Special Education Relationship; Positive Behavior Supports; Student Needs |
| Abstract | Multi-Tiered System of Supports (MTSS) is a framework for organizing and providing a tiered instructional continuum to support learning for all students. MTSS has the potential to meet the academic and behavioral needs of all students. However students with the most significant cognitive disabilities often are not included in this framework even though they should be. The purpose of this Brief is to provide suggestions for ways in which MTSS can include students with the most significant cognitive disabilities so that MTSS provides a whole school and whole district approach to be implemented by educators. Ideas for how to make MTSS fully inclusive of all students are presented following a short history of MTSS and a summary of current MTSS models. [This report was published jointly with the TIES Center.] (ERIC). |
| Anmerkungen | National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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