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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Carey, Robin J."],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kent Seidel, Ph.D.","Linda Brookhart, Ph.D.","Susan Korach","Frédérique Chevillot"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:02:11Z","subjects":["Case study","Potential","Response to Intervention","Curriculum and Instruction","Education","Educational Methods"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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