Aligning Components of Recognition and Response and Response to Intervention to Improve Transition to Primary School |
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| Authors: | Corey D Pierce Deborah A Bruns |
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| Institution: | 1. School of Special Education, University of Northern Colorado, Campus Box 141, Greeley, CO, 80639, USA
2. Department of Educational Psychology and Special Education, Southern Illinois University Carbondale, MC 4618, Carbondale, IL, 62901, USA
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| Abstract: | Children face numerous transitions throughout their school careers. Research has demonstrated that early transitions can positively or negatively impact future school performance. Establishing effective models to ensure carryover of instructional strategies and interventions into early elementary school can increase the likelihood children will have a smooth transition to kindergarten from preschool. Response and Recognition (R&R) is a framework for delivering a continuum of instructional strategies and interventions to meet children’s needs at the preschool level. Response to Intervention (RtI) is a framework for implementing a continuum of instructional strategies and interventions to meet children’s needs at the K-12 level. The purpose of this paper is to outline the similarities and differences between the R&R and RtI frameworks and to provide recommendations of ways the two frameworks can be used to ensure a smooth transition into primary school. |
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