Vermessung des Verhaltens, Normierung zur Inklusion?

Vermessung des Verhaltens, Normierung zur Inklusion? 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Zeitschrift für Grundschulforschung Springer Journals

Vermessung des Verhaltens, Normierung zur Inklusion?

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Publisher
VS Verlag für Sozialwissenschaften
Copyright
Copyright © 2018 by Springer Fachmedien Wiesbaden GmbH
Subject
Education; Schools and Schooling
ISSN
1865-3553
eISSN
2523-3181
D.O.I.
10.1007/s42278-018-0006-4
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Zeitschrift für GrundschulforschungSpringer Journals

Published: Jan 30, 2018

References

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