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Implementing cycles of Assess, Plan, Do, Review: a literature review of practitioner perspectives
Author(s) -
Greenwood Jo,
Kelly Catherine
Publication year - 2017
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12184
Subject(s) - special education , context (archaeology) , response to intervention , plan (archaeology) , parallels , psychology , identification (biology) , intervention (counseling) , medical education , process (computing) , learning disability , best practice , pedagogy , medicine , political science , computer science , mechanical engineering , paleontology , history , botany , archaeology , psychiatry , engineering , biology , operating system , law
This article uses a literature review process to explore current literature on Response to Intervention (RtI), an approach to the identification of and provision for students with special educational needs introduced in the USA by the Individuals with Disabilities Education Improvement Act of 2004. Parallels are made between RtI and the graduated approach of successive cycles of Assess, Plan, Do, Review (APDR) outlined in the Special Educational Needs and Disability Code of Practice introduced in England in 2014. Research concerning APDR is scarce, and therefore this review looks to research on RtI to inform current practice. Recurring themes throughout the literature relate to the ongoing professional development and learning for practitioners that is afforded by engagement in RtI, and an awareness that it takes time to accrue the benefits of such an approach. Further research is needed to ascertain the outworking of a reform such as RtI/APDR within the English context.