Response to Intervention and Students Who are Deaf or Hard of Hearing.
Students who are deaf or hard of hearing are increasingly being educated in regular education classrooms along with their typical hearing peers. Establishing educational environments that address their unique needs is essential for their success. Response to intervention (Rtl), as it is being implem...
| Publicado en: | Deafness & Education International Vol. 15; no. 4; pp. 222 - 241 |
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| Autores principales: | , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107880320&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107880320 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Dec2013 vid: 15 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 107880320 93727019 10.1179/1557069X13Y.0000000027 107880320 ppf: 222 ppct: 19 formats: fmt: @attributes: type: P tig: atl: Response to Intervention and Students Who are Deaf or Hard of Hearing. aug: au: Luckner, John Pierce, Corey affil: University of Northern Colorado, USA sug: subj: Deafness Therapy Hearing Disorders Students School Accommodation Program Implementation United States Teachers Professional Role Decision Making Communication Problem Solving Schools, Elementary ab: Students who are deaf or hard of hearing are increasingly being educated in regular education classrooms along with their typical hearing peers. Establishing educational environments that address their unique needs is essential for their success. Response to intervention (Rtl), as it is being implemented in the United States, provides a framework for educators to use to identify students who need supplemental instruction; a problem-solving process to guide data-based decision making; and a way to monitor how successful specific interventions are working for individual students in need of assistance. When properly implemented, Rtl provides a dataset that allows educators to respond to students' learning needs earlier, and to make immediate tier-model instructional changes while monitoring students' growth to ensure that students meet their goals. When students do not make sufficient progress, Rtl requires a change in instruction to increase students' growth rate. Doing so helps professionals better meet the needs of all students, including those who are deaf or hard of hearing, and improve overall academic performance. The purpose of this study is to provide an overview of Rtl, discuss potential benefits and challenges of using an Rtl framework, and to advocate for increasing the use of this model with students who are deaf or hard of hearing. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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