The DOI matches its Crossref record; 66 of the 66 references it cites were found in a registry or an index.
The “Blurring” of Special Education in a New Continuum of General Education Placements and Services
Abstract
For nearly 10 years, the response-to-intervention (RTI) policy initiative has engendered enthusiasm at federal, state, and local levels and among various stakeholders. Nevertheless, there are basic and important disagreements about its nature and purpose. The authors describe two groups with contrasting perspectives on RTI in an effort to examine its multiple meanings, to argue that neither group has a credible plan to educate children and youth with severe learning needs, and to encourage all interested parties to think productively about what they want to accomplish in the name of RTI.
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Cites
Educational Leadership: A Field of Inquiry and Practice
Hart, A. W. (1999) · Educational Management & Administration · doi:10.1177/0263211x990273008 · Cited by 2,359
The Handbook of School Psychology
Reynolds, C. R., & Gutkin, T. B. (1982) · Medical Entomology and Zoology · Cited by 1,864
U.S. News and World ReportPreprint
Hefner, B. E., Timke, E. E., & Hegg, K. J. (2020) · OSF Preprints (OSF Preprints) · Cited by 1,692
Curriculum-Based Measurement: The Emerging Alternative
Deno, S. L. (1985) · Exceptional Children · doi:10.1177/001440298505200303 · Cited by 1,667
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509
Best Practices in School Psychology IV
Thomas, A., Grimes, J., & McKevitt, B. C. (1995) · Medical Entomology and Zoology · Cited by 1,332
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Dunn, L. M. (1968) · Exceptional Children · doi:10.1177/001440296803500101 · Cited by 1,306
(2013) · Instructional Models in Reading · doi:10.4324/9780203052891-7 · Cited by 842
Educating Children with Learning Problems: A Shared Responsibility
Will, M. C. (1986) · Exceptional Children · doi:10.1177/001440298605200502 · Cited by 698
Effects of Systematic Formative Evaluation: A Meta-Analysis
Fuchs, L. S., & Fuchs, D. (1986) · Exceptional Children · doi:10.1177/001440298605300301 · Cited by 668
Self-citation
Cited by
Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms
Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015) · Research and Practice for Persons with Severe Disabilities · doi:10.1177/1540796915594158 · Cited by 123
Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W. (2012) · Learning Disability Quarterly · doi:10.1177/0731948711432510 · Cited by 122
Effects of data–based individualization for students with intensive learning needs: A meta–analysis
Jung, P., McMaster, K. L., Kunkel, A. K., Shin, J., & Stecker, P. M. (2018) · Learning Disabilities Research & Practice · doi:10.1111/ldrp.12172 · Cited by 121
Self-citationPeng, P., & Fuchs, D. (2017) · Journal of Learning Disabilities · doi:10.1177/0022219415594609 · Cited by 73
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Metadata
- Authors
- Fuchs, D., Fuchs, L. S., & Stecker, P. M.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2010-04
- Volume
- 76
- Issue
- 3
- Pages
- 301-323
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2043596551
- Cited by
- 383
- References
- 66
- FWCI
- 61.88
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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