RTI向下延伸之新趨勢－介入反應模式在幼兒階段之應用

A New Trend: The Downward Extension of RTI from School-age to Early Childhood

林葙葙(Shang-Shang Lin)

《特教論壇》 8期 (2010/06) Pp. 1-14

https://doi.org/10.6502/SEF.2010.8.1-14

摘要

本文的目的在介紹近年來美國將介入反應模式(RTI)應用於幼兒園(Pre-K)的新趨勢。RTI是美國用於學習障礙鑑定與介入的一種新模式。基於早期介入越早越好的信念，許多幼教與特教的學者相信，RTI應提早於幼兒階段開始實施。目前在美國至少有五種Pre-K RTI正在試行。本文作者提出對RTI應用於幼兒階段的一些省思。

關鍵字

介入反應模式 ； 學習障礙 ； 早期介入 ； 幼兒時期

並列摘要

The purpose of this article is to introduce the current trend of applying RTI to preschool settings in the United States. The RTI approach has been used to identify what children with possible learning disabilities might face in the future and to help them before they fail in school. Holding the belief that early intervention is better than later, many educators in both early childhood education and special education advocate an early start of RTI. There are at least five programs implementing RTI at the preschool level in America today. Also included in this article are some reflections on the application of RTI at the pre-kindergarten level.

並列關鍵字

Response to intervention RTI ； Learning disabilities ； Early intervention ； Early childhood

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