从“等待失败”到“干预反应”:数学学习障碍评估干预体系新范式

From “Wait to Fail” to “Response to Intervention”: New Paradigm of Identification and Intervention System of Mathematical Learning Disabilities

干预反应(response to intervention,RTI)模型是一个使用干预、评估以及基于数据的决策制定的多层级支持系统,主要用于学习障碍学生的预防和鉴别。在美国,干预反应模型的实施框架主要有系统RTI改革、嵌入式RTI及动态评估三种。系统RTI改革是最为复杂的三层级实施框架,受限于干预项目覆盖领域的局限性以及评估方式的不一致性;嵌入式RTI植根于普通教室,将三个层级的框架体系缩减为更有效的两个层级,但其成功实施基于高质量的普通教室教学;相较而言,动态评估是用以鉴定数学学习障碍的最有效的RTI实施框架。干预反应模型的发展折射出美国教育评估和改革的新趋势,反映了拒绝“等待失败”、评估与干预相融合、循证实践的理念导向。

Response to intervention(RTI)is a multi-tiered system of supports that uses interventions,assessments,and data-based decision making for the prevention and identification of students with learning disabilities.Three frameworks for operationalizing RTI as a means of identifying mathematical learning disabilities are Systemic RTI Reform,Embedded RTI,and Dynamic Assessment.Systemic RTI Reform is the most complex framework that suffers from the paucity of available validated mathematics intervention and inconsistency of assessment methods.Embedded RTI is situated in the general classroom requiring highquality general education instruction.Dynamic Assessment is the most efficient of the three frameworks for assessing a student's response to the quality instruction.The development of the RTI model reflects the new trend in American education reform and educational assessment.Implications for identifying students'mathematical learning disabilities in China are provided.