Promoting Successful Transitions: What Can We Learn from RTI to Enhance Outcomes for All Students?

Autor/inn/en	Thomas, Suzanne B.; Dykes, Frank
Titel	Promoting Successful Transitions: What Can We Learn from RTI to Enhance Outcomes for All Students?
Quelle	In: Preventing School Failure, 55 (2011) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Intervention; Dropout Rate; Disabilities; High Stakes Tests; Accountability; Individualized Transition Plans; Employment; Response to Intervention; Special Education; Individualized Education Programs; General Education; Developmental Disabilities; Behavior Disorders; Federal Legislation; Dropouts; Mentors; Academic Failure; Academic Achievement + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Verantwortung; Dienstverhältnis; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Allgemein bildendes Schulwesen; Allgemeinbildung; Entwicklungsstörung; Bundesrecht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung
Abstract	Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families may feel that they are sidelined to stand by helplessly as students--particularly those with special needs--experience life-altering circumstances such as high dropout rates, underemployment and unemployment, failure to access continuing education, and dependent living situations. To find practical and relevant suggestions for promoting successful transitions and enhancing postschool outcomes for all students, the authors examine the emerging tiered-intervention paradigm known as "response to intervention." (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10