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RESEARCH PRODUCT
The Many Faces of Special Education Within RTI Frameworks in the United States and Finland
Lynn S. FuchsMikko AroPiia Maria BjörnTuire KoponenDouglas Fuchssubject
Response to interventionEducational quality05 social sciences050301 educationSpecial educationFinnish framework of support in learningEducationBehavioral NeuroscienceSchool administrationresponse to interventionGeneral Health ProfessionsLearning disabilityMathematics educationmedicineAchievement test0501 psychology and cognitive sciencesta516medicine.symptomPsychologypolicy paper0503 education050104 developmental & child psychologyspecial educationdescription
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of good Programme for International Student Assessment (PISA) results. The results of the present comparative article showed first, that the U.S. RTI was primarily intended for diagnosing and preventing learning disabilities whereas the Finnish RTI is mainly an administrative structure for support. Second, the U.S. RTI includes clear definitions regarding the intensity, duration, and content of support provided within each tier whereas the Finnish version contains no explicit guidelines for support. Third, the U.S. RTI assumes no special educational services in the first two tiers, but the Finnish framework includes special educational services from the onset of support. Implications for policy and practice are discussed.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2015-07-13 | Learning Disability Quarterly |