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为全体学生提供有效的教育服务——“干预反应”模式的发展及影响 被引量：7

Providing All Students with Effective Dducational Service——The Development and Effect of Response to Intervention
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摘要 "干预反应"(RTI)是近年盛行于美国的一种干预模式,它的核心思想是:鉴定或干预的重点不在于考察特殊儿童与其他人的差异,而在于考察干预方法本身是否有效。本文介绍了RTI的缘起和发展、概念和基本模型,同时分析了RTI兴起的原因。 Response to Intervention （RTI） is a popular method of educational intervention recently used in the United States, which focuses on providing effective intervention by evaluating participants＇ responses to intervention rather than finding out the discrepancy between children with special needs and the others. This article in- troduces the origin, development, conceptions and models of RTI, and analyzes why RTI prevails.
作者 杨希洁 韦小满
机构地区 北京师范大学教育学部 中国教育科学研究院心理与特殊教育研究中心
出处 《中国特殊教育》 CSSCI 北大核心 2012年第6期3-10,共8页 Chinese Journal of Special Education
关键词 RTI 发展 影响 response to intervention （RTI） development effect
分类号 G760 [文化科学—特殊教育学]
  • 相关文献

参考文献23

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二级参考文献13

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共引文献11

同被引文献96

  • 1夏峰,周颖芳.智力障碍初级职业学校学生职后指导课程的实践研究[J].中国特殊教育,2004(12):32-37. 被引量：5
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  • 3赵俊峰,许勇.学习困难鉴定模型的新发展[J].中国特殊教育,2007(9):49-53. 被引量：9
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引证文献7

二级引证文献16

中国特殊教育
2012年 第6期

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