美国多层次补救教学鉴定模式之评析-当代教育研究季刊.PDFVIP

20 14 3 87- 126 DOI: 10.6 15 1/CERQ.20 14 .220 1.03 呂偉白* 摘　要 Response-To-Intervention, RTI 2004 RTI RTI RTI RTI RTI RTI RTI RTI 關鍵詞： RTI * weipailu@.tw 20 13 1 4 20 13 3 5 20 13 6 7 Contemporary Educat ional Research Quarterly March, 20 14 , Vol.22 , No . 1, pp. 87- 126 DOI: 10.6 15 1/CERQ.20 14 .220 1.03 A Critical Commentary on Response- to-Intervention Wei-Pai Lu* Abstract In 2004, the United States revised the Individuals with Disabilities Education Act, allowing schools to use a new educational model, Response to Intervention (RTI), to identify students with learning disabilities eligible for special education. Since then, there has been much discussion in the American educational field about this model. The RTI model requires general education teachers and special education teachers to cooperate with each other and to deliver evidence-based instruction to students while systematically monitoring students’ progress. Only those students who cannot meet particular goals can receive special education services. Many see the RTI model as a response to long-lasting controversy regarding the identification of learning disabilities; it is viewed as an improvement over the previous model, the discrepancy model.