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All Academic Inc.

Document Type:	PDF
Page count:	4
Word count:	1150
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SECTION 1 The current interest in Response To Intervention (RTI) has drawn attention to quality instruction for all students in general education classrooms and the importance of diversity responsive teaching and differentiated instruction. The National Association of State Directors of Special Education describes RTI as an approach to educational decision-making that is useful for general remedial and special education. In this approach high quality instruction and interventions are provided to students their progress is closely monitored and student response
National Center for Culturally Responsive Educational Systems. Practioner Brief Series. Salend S.J. (2005). Creating inclusive classroom s – effective and reflective practices for all students (5th ed.). Columbus OH: Merrill an imprint of Prentice Hall. Sobel D.M. Taylor S.V. & Anderson R.E. (2003). Shared accountability: Encouraging diversity-responsive teaching in inclusive contexts. Teaching Exceptional Children 35(6) 46-54. Sutherland K. & Wehby J. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. The