Who's Afraid of RTI

The Response-to-Intervention Approach in Practice

Since the ratification of the UN Convention on the Rights of Persons with Disabilities, inclusion in schools has dealt with a large number of people: teachers, school administrators, parents, educational politicians, educational scientists, etc. In this context, the American response to intervention is frequently used internationally and, more recently, in Germany Approach (RTI) discussed. RTI aims to prevent school difficulties and to integrate children with existing developmental problems. In various studies, the RTI approach has proven to be an effective concept that leads to a general reduction in the rate of (special) educational needs and to increased learning success for all children.

The Rügen Inclusion Model (RIM) presented here is the first training concept based on the RTI approach throughout Germany, which is implemented across the board in a region and has also been checked for its effectiveness. In addition to the presentation of the RTI approach and the RIM based on it in the areas of mathematics, German, emotional-social development and language, Stefan Voß, Yvonne Blumenthal, Kathrin Mahlau, Katharina Marten, Kirsten Diehl, Simon Sikora and Bodo Hartke report in this volume from the four-year accompanying scientific study and deal with the comprehensive findings in a differentiated manner. All in all, it can be said that the RTI approach is a very practicable way of realizing an accessible, appropriate and adaptable educational offer close to home and thus meeting the demand for school inclusion.

Press reviews

The book is recommended to all who are interested in high quality inclusive school development with well-secured special educational support.
Ulrich Heimlich, in: Quarterly journal for curative education and its neighboring areas 1/2018, pp. 88–89