A Case Study Examination of the Special Education Change Process from the Discrepancy Learning Disability Identification Model to the Response to Intervention Model

Autor/in	Skofronick, Paul Michael
Titel	A Case Study Examination of the Special Education Change Process from the Discrepancy Learning Disability Identification Model to the Response to Intervention Model
Quelle	(2006), (88 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-4784-3
Schlagwörter	Hochschulschrift; Dissertation; Delivery Systems; Learning Disabilities; Disability Identification; School Districts; Educational Change; Special Education; Case Studies; Response to Intervention; Models; Qualitative Research; Stakeholders; Staff Role; Organizational Change; Educational Policy; Policy Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Auslieferung; Learning handicap; Lernbehinderung; School district; Schulbezirk; Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Case study; Fallstudie; Case Study; Analogiemodell; Qualitative Forschung; Organisationswandel; Politics of education; Bildungspolitik; Politikfeldanalyse
Abstract	The purpose of this qualitative study was to explore the systemic change process and strategies used by key stakeholders within a local education agency when they changed from the traditional discrepancy model for learning disabilities identification to the Response to Intervention (RTI) model. The results of this study suggest that the change to RTI influenced one large Midwestern school district in two ways. First, the initiative changed the job roles of those responsible for designing the program. Second, use of the RTI model changed the district's special education programs from a label-based delivery system and to a cross-categorical system. This study suggests that educational change is messy and requires significant time and resources to begin to be effective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10