Response to Intervention (RTI) is widely considered as a framework for evidence-based education for special needs. In the current paper, diagnostic methods of the RTI approach are discussed with a focus on their pedagogical implications for dealing with learning and behavior problems. The standardization of interventions and the normalization of student behavior are criticized, since both counteract the agenda of inclusive schooling. In contrast to evidence based education, that is primarily concerned with efficacy, a model of reflexive inclusion is presented, that focusses on professional attitudes of educators.
Zeitschrift für Grundschulforschung – Springer Journals
Published: Jan 30, 2018
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