Response to intervention (RTI)

Cooper, Rosie

doi:10.17760/d20004895

Cited by 2 publications

(2 citation statements)

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“…This research should address the extent to which changes in the context of education over the last decade might have had an impact on these changes in identification rate and placement practices. These contextual factors include an increased emphasis on accountability for all students as a result of changes in federal and state laws (e.g., NCLB); the use of multitiered approaches to instruction in many states as part of the Reading First initiative, which are intended to deliver highly effective instruction and prevent academic problems (Torgesen, 2009; U.S. Department of Education, 2010b); and changes that have occurred in identification and instructional practices related to students with LD as many states have adopted Response to Intervention models (Spectrum K12, 2009;Sugai & Horner, 2009).…”

Section: Discussionmentioning

confidence: 99%

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

McLeskey

Landers

Hoppey

et al. 2011

Learn Disabil Res Pract

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This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990-1991 and 2008-2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000. About the AuthorsJames McLeskey is a Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. His research interests include effective methods for achieving school reform/improvement, the role of the principal in developing effective, inclusive schools, and issues influencing teacher learning and the translation of research-based methods into practice.Eric Landers is an assistant professor of special education at Georgia Southern University. His current interests include students with emotional and behavioral disorders, school-wide positive behavior supports, and systems change.

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Section: Discussionmentioning

confidence: 99%

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

McLeskey

Landers

Hoppey

et al. 2011

Learn Disabil Res Pract

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“…In the case of Ghana, the RTI Act provides for the Right to Information Commission (RTIC), an oversight organisation that has the power to impose fines for noncompliance with the Act (Cooper, 2022). The development of public information systems that educate citizens on the significance of the right to information, and how they can access their legal rights, is a crucial element in ensuring that RTI laws fulfil their objectives (Daruwala & Nayak, 2008).…”

Section: Literature Review and Conceptual Framework The Right Of Acce...mentioning

confidence: 99%

Ghana’s Right to Information (RTI) Act of 2019: Exploration of its implementation dynamics

Adjin-Tettey

2023

Afr. j. inf. commun. (Online)

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After extensive advocacy and lobbying by the media, human rights campaigners, and civil society organisations (CSOs), Ghana’s Right to Information (RTI) Act (Act 989) became law in 2019 and went into effect in January 2020. The Act sets out the procedures for access to information held by Ghanaian public institutions, with oversight by the Right to Information Commission (RTIC). The purpose of this study was to explore the dynamics of initial implementation of the law, in the years 2020-22, and to identify potential obstacles to optimal execution during that initial period. The core research data was collected via semi-structured interviews, between April and August 2022, with 10 individuals possessing deep knowledge of the Act and its implementation dynamics. This interview data was qualitatively analysed, through the lenses of the principal–agent conceptual model and the objectives of the Act, in order to determine the key themes emerging from the data. It was found that realisation of the Act’s objectives was being hampered to some extent by a lack of public awareness, and to a more substantial extent by bureaucratic blockages resulting from a mix of entrenched administrative culture and a lack of knowledge of the requirements of the Act. Based on these findings, the author recommends improved public education by the RTIC in cooperation with CSOs; strong RTIC engagement with public institutions to ensure a sufficient number of fully trained information officers (IOs); continued CSO cooperation with the Ministry of Information towards ensuring optimal implementation of the Act; CSO monitoring of the work of the RTIC; and CSO support for information access applications by journalists and other civil society actors.

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Response to intervention (RTI)

Cited by 2 publications

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Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

Ghana’s Right to Information (RTI) Act of 2019: Exploration of its implementation dynamics

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