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 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.
Keywords: Comparative education; Finland; inclusive and special education; response to intervention; the United States; tiered intervention
Document Type: Research Article
Affiliations: 1: Department of Teacher Education, Special Education, University of Helsinki, Helsinki, Finland 2: Education and Political Science, California State University–Channel Islands, Camarillo,CA, USA
Publication date: 02 January 2016
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