A Practitioner's Guide to Consultation and Problem Solving in Inclusive Settings

Autor/inn/en	Musti-Rao, Shobana; Hawkins, Renee O.; Tan, Carol
Titel	A Practitioner's Guide to Consultation and Problem Solving in Inclusive Settings
Quelle	In: TEACHING Exceptional Children, 44 (2011) 1, S.18-26 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Intervention; Learning Disabilities; Problem Solving; Foreign Countries; Special Education Teachers; Inclusion; Response to Intervention; Identification; Guidelines; Student Evaluation; Academic Achievement; Student Behavior; Secondary School Students; Behavior Problems; Guides; Classroom Techniques; Secondary School Teachers; Student Needs; Teaching Experience; Singapore + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Problemlösen; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Identifikation; Identifizierung; Richtlinien; Schulnote; Studentische Bewertung; Schulleistung; Student behaviour; Schülerverhalten; Sekundarschüler; Handbuch; Leitfaden; Klassenführung; Singapur
Abstract	In recent years, the response to intervention (RTI) model has not only gained popularity as an alternate approach to identifying students with learning disabilities but also offered general education teachers a framework for problem solving at the classroom level. The model emphasizes ongoing progress monitoring of student performance to make decisions about the intensity, level, and duration of intervention required for students to succeed in both academic and behavioral domains. Although RTI has been predominantly a North American initiative, its principles and framework can be applied to schools and classrooms around the world. The authors implemented these strategies in a secondary classroom in Singapore to address disruptive behaviors. The process and outcomes of their experience provide useful guidelines for both general and special education teachers interested in employing a problem-solving model to address the needs of students with diverse academic and behavioral needs. (Contains 2 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10