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Response to Inclusion Interventions
Response to inclusion interventions

Identifying essential knowledge and skills that students need to know requires professional and collaborative observing, monitoring, planning, and evaluating with shared responsibilities and ownership of decisions and tasks. For example, a standard is identified and described in terms of rigor, prerequisite skills, how and when it is taught, ways mastery will be determined, and opportunities for extension (Buffum, Mattos, & Weber, 2012). Many students within inclusive classrooms require interventions that allow the learning standards to be revisited at set times during the year to ensure retention and generalization. If a sixth-grade student demonstrated his or her ability to provide a concluding written statement or section that follows from an argument in October, that does not mean that ...

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