학교기반 RTI 실행: 미국 초등학교의 사례 연구 = School-based RTI: A Case Study of P Elementary School in the Midwest USA

국문 초록 (Abstract)

본 사례 연구는 학습장애 진단 모형으로 제시된 RTI를 실행하고 있는 미국 중서부지방의 중소도시에 소재한 P초등학교를 분석하였다. 이 초등학교는 해당 시교육청에서 지정한 RTI 파일럿 학교로서 학교 기반 RTI를 실행해오고 있다. 이 학교 구성원의 RTI 실행에 대한 인식과 RTI 실행과정을 면밀히 살펴보고자, RTI 계획과정과 운영과정에 핵심 인력으로 참여한 7명을 반구조화된 질문에 기초하여 집단 인터뷰하였으며, 평가 팀 회의를 비롯한 각종 RTI 관련 팀 회의에 참여 관찰하였으며, RTI 관련 학교 자료들을 수집하였다. 주요 테마로 RTI 실행에 대한 학교 구성원의 긍정적인 인식, 3단계-RTI 실행과정: 읽기와 수학, 쓰기 영역으로의 RTI 확대, 정기적인 팀 회의를 통한 지속적인 의견 수렴 및 결정: 중재 및 측정 과정에 대한 성찰이 도출되었다. 본 연구에서 얻은 결과에 대한 논의를 통해 성공적인 RTI 실행을 위한 시사점을 제시하였다.

다국어 초록 (Multilingual Abstract)

RTI is an alternative model for the classification of learning disabilities. This study analyzed P elementary school located in Midwest USA. P school is one of RTI pilot schools in the state and has implemented RTI for 4 years. For the study, 7 main members were group-interviewed with semi-structured questionnaire regarding the development and implementation of school-based RTI. The author observed various RTI team meetings, and collected school documents and meeting records related to the school RTI. Major themes include positive perception of school members on RTI implementation, 3-tiered RTI implementation: escalation of RTI to the areas of reading, math and writing, and continuous opinion collection and decision making through team meetings: reflection on intervention and measurement. Several insights for successful school-based RTI implementation are suggested based on the results from this study.

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