The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.

RtI in the Challenging Context of the Republic of Mauritius

RtI in the Challenging Context of the Republic of Mauritius

RtI in the challenging context of the Republic of Mauritius
Anick Tolbize


Response to Intervention (RtI) originated in the United States and became part of the American educational landscape with the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 2004. Far from being just another approach to determine eligibility for special education under the category of specific learning disability, RtI provides a framework for organizing resources efficiently to meet the needs of all learners, a key aspect of RtI being its multiple levels of increasingly resource intensive service delivery to meet the differentiated needs of learners (Chard, Harn, Sugai, Horner, Simmons, & Kame'enui, 2008; Clements & Kratochwill, 2008; Vaughn, Denton, ...

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