Intervention assistance: is it substance or symbolism?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marcia L. Rock, Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: In 1990, the Commonwealth of Pennsylvania revised its special education standards to require intervention-assistance services (i.e., Instructional Support Teams or ISTs) for elementary-age (K-6) public school students who experience academic or behavioral difficulty. The action was taken largely because of the increasing numbers of students being deemed eligible for special education services and because of funding patterns that penalized school districts for providing support to students prior to formal assessment and special education placement ("Brainstorming Helps," 1996; Conway & Kovaleski, 1998; Kovaleski, Tucker, & Stevens, 1996; Pennsylvania Department of Education, Bureau of Special Education, 1994). The intervention-assistance reform effort was designed to be proactive and focused on providing more effective instruction to meet students' needs in general education classrooms (Conway & Kovaleski; Kovaleski et al.).

Additional Information

Publication
Preventing School Failure, 45 (4), 153-161.
Language: English
Date: 2001
Keywords
Intervention, Special assistance, Students, Education, Alternative service provision