Tiered intervention: history and trends in Finland and the United States

This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist...

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Bibliographic Details
Published in:European journal of special needs education 2016-01, Vol.31 (1), p.140-150
Main Authors: Jahnukainen, Markku, Itkonen, Tiina
Format: Article
Language:English
Subjects:
Academic Support Services
Comparative Education
Disabilities
Educational Change
Educational History
Educational Policy
Educational Trends
Finland
Foreign Countries
Inclusion
inclusive and special education
Inclusive education
Intervention
Meaning
Program Implementation
Response to Intervention
Special Education
Special Needs Students
the United States
tiered intervention
United States
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Summary:This study explores the similarities and differences of relatively newly established tiered intervention models for the support of students with special needs in the United States (response to intervention) and in Finland (learning and schooling support). The current models in both countries consist of several tiers with fairly similar definitions. Despite the similarities, the history and political meaning of the tiered models are different in these countries. However, in both countries, part of the underlying political expectation is that the change to tiered intervention will promote inclusive education, but also diminish the number of special education students, and at the same time decrease the rising costs of special education funding. It is evident that there have been educational as well as political and financial objectives behind the restructuring in both countries. We conclude with a discussion on policy implications.
ISSN:0885-6257
1469-591X
DOI:10.1080/08856257.2015.1108042