A comprehensive approach to RTI: Embedding universal design for learning and technology

James D. Basham, Maya Israel, Janet Graden, Rita Poth, Markay Winston

Research output: Contribution to journalArticle

Abstract

Response to intervention (RtI) provides tiered levels of supports to all Stud.s and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of Stud.s by proactively planning for instructional, environmental, and technology supports to allow all Stud.s to effectively access and engage in instruction. Although these two frameworks are widely accepted as structures for supporting Stud.s with diverse learning needs, the relationship between them has not been adequately developed. This article describes how an ecological RtI framework that integrates scientifically based instructional strategies, proactive instructional design, and purposeful technology use can provide a more seamless support system for all Stud.s.

Original languageEnglish (US)
Pages (from-to)243-255
Number of pages13
JournalLearning Disability Quarterly
Volume33
Issue number4
DOIs
StatePublished - Nov 15 2010

ASJC Scopus subject areas

  • Education
  • Health Professions(all)
  • Behavioral Neuroscience

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