Frameworks for Response to Intervention in Early Childhood: Description and Implications

SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

12

Response to Intervention; Early Childhood Education; Elementary Secondary Education; Misconceptions; Federal Legislation; Educational Legislation; Futures (of Society); Educational Trends; Definitions; Models; Progress Monitoring; Educational Innovation

Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001

10.1177/1525740113514111

1525-7401

In February, 2013, the Division of Early Childhood, the National Association for the Education of Young Children, and the National Head Start Association released a collaborative paper to provide clarification and assistance regarding the relationship of response to intervention (RTI) with the field of early childhood (EC). In addition to promoting a broader discussion of this topic, in this article, I provide a valuable resource for families, and general and special education early childhood teachers, administrators, and leaders in the field. The following key elements are discussed: context for RTI in K-12 and EC, features of RTI frameworks in EC, misunderstandings and misconceptions of RTI, and the future of RTI in EC programs.

As Provided

74

2014

EJ1019168