Intervention Models

 

The No Child Left Behind Act (NCLB) of 2001 has had an impact on assessment of children with disabilities.  “School districts must test at least 95% of students with disabilities and incorporate their test scores into school ratings” (Wortham, 2012, p. 18).  There are some who feel that this measure is important to ensure all children receive a quality education, while others feel that this places students with disabilities at a disadvantage. Which category would you place yourself in and why?  Do you feel that research-based programs like Response to Intervention (RTI) and Universal Design for Learning (UDL) support early intervention for children with developmental delays well enough to hold them accountable for these assessments?  Why or why not?
 

 

Journal Options:

 

  1. A written reflection
  2. Assignment  must be at least 300 words.

 

References

 

Berns, R.M. (2013). Child, family, school, community: Socialization and support (9th ed.). Belmont, CA. Wadsworth, Cengage Learning.

 

Morrison, G. (2009). Early childhood education today. Upper Saddle River, NJ: Pearson.

 

Wortham, S.C. (2012). Assessment in early childhood education (6th ed.) Upper Saddle River, NJ: Pearson.

 

 

Here is a video regarding the steps of RTI:

 

§ EducationalImpact. (2012). Mastering RTI: Response to intervention – A step-by-step approach [Video File]. Retrieved from http://www.youtube.com/watch?v=EtGHJncXDy4&feature=youtu.be

 

 

 

Here is a video that provides an overview of UDL:

 

§ UDLCenter. (2010). UDL: Principles and practice [Video File]. Retrieved from http://www.youtube.com/watch?v=pGLTJw0GSxk&feature=share&list=PLSoSkHi93VQBmuI2JDxwkey1wk2j9tj4O

 

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