Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay
October 2010
Learning Disability Quarterly;Fall2010, Vol. 33 Issue 4, p243
Academic Journal
Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to effectively access and engage in instruction. Although these two frameworks are widely accepted as structures for supporting students with diverse learning needs, the relationship between them has not been adequately developed. This article describes how an ecological RtI framework that integrates scientifically based instructional strategies, proactive instructional design, and purposeful technology use can provide a more seamless support system for all students.


Related Articles

  • Before Adopting a Laptop Initiative. HUBBELL, ELIZABETH ROSS // School Administrator;Feb2011, Vol. 68 Issue 2, p36 

    The article presents recommendations from the author regarding ways in which schools can successfully implement a technology audit. She comments that schools should proceed with audits in order to evaluate whether or not the proposed educational technologies will be beneficial to teacher...

  • Digital Games-Based Instructional Design for Students With Special Education Needs: Practical Findings and Lessons Learnt. Saridaki, Maria; Gouscos, Dimitris; Meimaris, Michalis // Proceedings of the European Conference on Games Based Learning;2010, p343 

    Digital Game-based learning (DGBL), if used effectively and in a coherent way, can support both (a) more choices on experiential learning as well as (b) personalization of the learning experience according to learners' needs and abilities, which is essential in a special education setting. The...

  • Teacher talk and assistance and self-regulated learning within the context of RtI and explicit and systematic teaching. Van Bramer, Joan // New England Reading Association Journal;2011, Vol. 46 Issue 2, p40 

    The article offers information on the relevance of explicit and systematic teacher assistance and self-regulated learning within the context of response to intervention (RtI). It refers to the systematic phonics instruction that provides precise direction for set-of-letter sound relationships....

  • Thinking Differently.  // Teacher Professional Development Sourcebook;Sep2008, Vol. 2 Issue 1, p2 

    The article discusses various reports published within the issue, including one on differentiated instruction and another on response to intervention.

  • Multi-tier System of Supports. Averill, Orla Higgins; Rinaldi, Claudia // District Administration;Sep2011, Vol. 47 Issue 8, p91 

    The article discusses multi-tier support systems for children with learning disabilities in the U.S., focusing on the versions know as Response-to-Intervention (RTI) and Positive Behavior Intervention and Supports (PBIS). It outlines how elements of the RTI and PBIS systems can be incorporated...

  • Why Principals Should Adopt Schoolwide RTI. CALLENDER, WAYNE A. // Principal;Mar/Apr2012, Vol. 91 Issue 4, p8 

    The article discusses the response to intervention (RTI) educational intervention strategy, arguing that the technique for struggling students can be applied to an entire school. Topics include the necessity of screening and evaluating all students for academic difficulties as part of the...

  • Adjusting instruction to meet students' needs.  // Reading Today;Jun/Jul2008, Vol. 25 Issue 6, p18 

    The article focuses on the educational program called response to intervention (RTI) in the U.S. RTI requires educators to make instructional adjustments for diverse learners in regular classrooms. It aims to distinguish instructional alternatives that will support learning and supervise...

  • Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction. Walker-Dalhouse, Doris; Risko, Victoria J.; Esworthy, Cathy; Grasley, Ellen; Kaisler, Gina; McIlvain, Dona; Stephan, Mary // Reading Teacher;Sep2009, Vol. 63 Issue 1, p84 

    The article discusses the model of Response to Intervention (RTI) as a method for identifying students who will benefit from differentiated and appropriate instruction in a classroom. Differentiated instruction is also expected to reduce the over-representation of multiculturally-diverse...

  • Web-Based Hope. King, Emily // T H E Journal;Jun/Jul2010, Vol. 37 Issue 6, p17 

    This article reports on a teaching method used by Jim Amaral, a seventh-grade teacher in Lake Elmo, Minnesota. Amaral uses his version of the three R's in education as the basis for a digital storytelling lesson he uses with his Global Concepts class. To Amaral, the three R's stand for...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics