Date of Award

1-1-2011

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education

First Advisor

Kent Seidel, Ph.D.

Second Advisor

Linda Brookhart, Ph.D.

Third Advisor

Susan Korach

Fourth Advisor

Frédérique Chevillot

Keywords

Case study, Potential, Response to Intervention

Abstract

The Response to Intervention framework is an effective means for or of identifying Specific Learning Disabilities. This study examined one school's utilization of the framework in meeting the needs of a continuum of learners from those who struggle to those in need of advanced options. A case study format was utilized, involving an elementary school in a suburban school district in Colorado. Through classroom observations, teacher interviews and dialogue with the site's Problem-Solving Team, principal, and a focus group, the Response to Intervention framework proved to be an effective model in meeting the needs of all learners. In addition, the RtI framework was used at this site as a more inclusive approach for identifying and serving gifted learners than traditional identification methods. The findings of this study have important implications with regard to instructional practices in general, as well as in gifted identification and programming practices.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Robin J. Carey

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

163 p.

Discipline

Education, Gifted education, Educational leadership

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