4/8/2013

The success of response to intervention -- a tiered instructional model aimed at providing struggling students with more intensive academic support and reducing erroneous special-education placements -- is yet to be determined, as many districts do not have a system for tracking its effectiveness, according to a survey of state and district special-education directors by researchers at the University of Kentucky. In this blog post, education reporter Christina Samuels highlights these findings presented during a poster session at the Council for Exceptional Children's 2013 Convention & Expo.

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