The Many Faces of Special Education Within RTI Frameworks in the United States and Finland

• Published in: Learning disability quarterly Vol. 39; no. 1; pp. 58 - 66
• Main Authors: Björn, Piia M., Aro, Mikko T., Koponen, Tuire K., Fuchs, Lynn S., Fuchs, Douglas H.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Hammill Institute on Disabilities and SAGE Publications 01.02.2016; SAGE Publications; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Achievement Tests; Collaborative learning; Comparative Analysis; Disabilities; Disability Identification; Education for All Handicapped Children Act; Education policy; Educational Legislation; Educational Quality; Educational services; Elementary Secondary Education; Elementary Secondary Education Act; Equal Education; Federal Legislation; Finland; Finnish language; Foreign Countries; Individuals with Disabilities Education Act; International Assessment; International comparisons; Intervention; Learning; Learning Disabilities; No Child Left Behind Act 2001; Program for International Student Assessment; Regular and Special Education Relationship; Response to Intervention; School Administration; School age children; Self contained classrooms; Special Education; Special Education Teachers; Student Evaluation; Student Placement; Teacher education; Teacher Role; Teachers; United States; United States; Finland; United States > US; response to intervention; special education; policy paper; Finnish framework of support in learning

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 syst...