Response to intervention: are the Emperor's clothes really new?

• Autores: Suzanne Carreker, Malatesha Joshi
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 22, Nº. 4, 2010, págs. 943-948
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Respuesta a la intervención: ¿son realmente nuevos los vestidos del emperador? Con la reautorización de la Ley de Educación para Individuos con Discapacidades en 2004, el modelo Respuesta a la Intervención (RTI) fue presentado ofi cialmente. A diferencia del modelo de discrepancia, que determina que para ser elegible en educación especial el alumno ha de presentar una discrepancia entre el rendimiento y la capacidad intelectual, RTI fue diseñado para ofrecer una instrucción intensiva a los estudiantes en el aula ordinaria tan pronto se comience a detectar la presencia de difi cultades para la adquisición de la lectura. Los objetivos que se proponen en la intervención incluyen la mejora del rendimiento en lectura y la identifi cación de los alumnos con difi cultades específi cas de aprendizaje (DEA). A pesar de que RTI es un modelo prometedor para el primer objetivo cuando se cumplen ciertas condiciones, en cambio no lo es para el segundo objetivo. El Modelo de Componentes de la Lectura (CMR) se presenta en este trabajo como una alternativa al modelo de discrepancia y al modelo RTI. CMR, que contempla tres dominios, evalúa el desempeño de un lector desde una perspectiva multidimensional, lo que facilita que se pueda proporcionar una instrucción más adecuada al lector con mayor garantía de éxito. Evidencia empírica a favor del modelo CMR se presenta en este trabajo.

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