Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries

344

Abstract

The article describes the approaches to prevention and correction of learning difficulties used in the work of school support services abroad (USA, Australia, Portugal, Sweden, Finland, etc.). The general features of the implemented models are supposed to be: multilevel support system, multidisciplinary (interdisciplinary) teams, use of an individual development (education, support) plan, etc. The features of the roles of school level specialists (teacher, school psychologist, social worker, etc.) and their interaction in the process of organizing assistance to children are also taken into consideration. We paid attention to the specific features of the implementation of approaches, problems and limitations encountered in practice and discussed the perspective for the implementation of these approaches in Russian education.

General Information

Keywords: learning difficulties, response to intervention, interdisciplinary approach, multidisciplinary team, multilevel support organization, evidence-based educational practice

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2022110302

Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation dated 30.05.2022 No. 073-00110-22-04 «Diagnosis of learning difficulties in primary school students».

For citation: Isaev E.I., Kosaretsky S.G., Koroleva Y.P. Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 3, pp. 17–26. DOI: 10.17759/jmfp.2022110302. (In Russ., аbstr. in Engl.)

References

  1. Zaretsky V. K., Kholmogorova A. B. Pedagogicheskaya, psikhologicheskaya i psikhoterapevticheskaya pomoshch’ v protsesse preodoleniya uchebnykh trudnostei kak sodeistvie razvitiyu rebenka [Pedagogical, Psychological and Psychotherapeutic Help in Overcoming Learning Difficulties to Facilitate Development]. Konsul’tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2017. Vol. 25, no. 3, pp. 33—59. DOI:10.17759/ cpp.2017250303
  2. Kantorova E. V., Gorbachevskaya N. L. Predposylki trudnostei shkol’nogo obucheniya u uchashchikhsya nachal’nykh klassov [Background for Cognitive Difficulties in Primary School Students]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 6, pp. 113—125. DOI:10.17759/pse.2020250610
  3. Kosaretsky S. G., Mertsalova T. A., Senina N. A. Preodolenie shkol’noi neuspeshnosti: vozmozhnosti i defitsity rossiiskikh shkol [Improving Low Academic Performance: Opportunities and Deficits in Russian Schools]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 6, pp. 69—82. DOI:10.17759/pse.2021260605
  4. Hautam ki Ja., Podolskiy A. I Finskoe shkol’noe obrazovanie kak individualizirovannaya sistema: aktsent na detyakh so spetsial’nymi obrazovatel’nymi potrebnostyami [The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 3, pp. 94—101. DOI:10.17759/pse.2021260306
  5. Berkeley S., Scanlon D., Bailey T. R., Sutton J. C., Sacco D. M. A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story. Journal of Learning Disabilities, 2020. Vol. 53, no. 5, pp. 332—342. DOI:10.1177/0022219420915867
  6. Avant D. W., Swerdlik M. E A Collaborative Endeavor: The Roles and Functions of School Social Workers and School Psychologists in Implementing Multi-tiered System of Supports/Response to Intervention. [Elektronnyi resurs]. School Social Work Journal, 2016. Vol. 41, no. 1, pp. 56—72. URL: https://ingentaconnect.com/contentone/iassw/sswj/2016/00000041/00000001/art00006 (Accessed 23.09.2022).
  7. Brown-Chidsey R., Bronaugh L., McGraw K. RTI in the Classroom: Guidelines and Recipes for Success. New York: Guilford Press, 2009. 224 p.
  8. Burns M. K., Gibbons K. Implementing Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices. 1st ed. New York: Routledge, 2011. 264 p. DOI:10.4324/9780203932599
  9. 114th Congress. Every Student Succeeds Act: An Act to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves [Elektronnyi resurs]: Public Law 114—95: Dec. 10, 2015. Congress. gov: United States Legislative Information. Washington, 2015. [392] p. URL: https://congress.gov/bill/114th-congress/senate-bill/1177 (Accessed 23.09.2022).
  10. Mason E. N., Benz S. A., Lembke E. S., Burns M. K., Powell S. R. From Professional Development to Implementation: A District’s Experience Implementing Mathematics Tiered Systems of Support. Learning Disabilities Research and Practice,2019. Vol. 34, no. 3, pp. 207—214. DOI:10.1111/ldrp.12206
  11. Fuchs L. S., Fuchs D., Compton D. L. Rethinking Response to Intervention at Middle and High School. School Psychology Review, 2010. Vol. 39, no. 1, pp. 22—28. DOI:10.1080/02796015.2010.12087787
  12. Jimerson S. R., Burns M. K., VanDerHeyden A. M. (eds.), Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support. 2nd ed. New York: Springer, 2016. XXV, 740 p. DOI:10.1007/978-1-4899-7568-3
  13. Hawes K., Johnson A. F., Atkinson Duina A. Response to Intervention and Multi-Tiered Systems of Support in Maine Schools: Portraits of Promising Practices [Elektronnyi resurs]: [Report]. Gorham: University of Southern Maine, CEPARE, 2020. 30 p. URL: https://digitalcommons.library.umaine.edu/mepri/63/ (Accessed 23.09.2022).
  14. Hjörne E., Säljö R. Analysing and preventing school failure: Exploring the role of multi-professionality in pupil health team meetings. International Journal of Educational Research, 2014. Vol. 63, pp. 5—14. DOI:10.1016/j.ijer.2012.09.005
  15. Hughes C. A., Dexter D. D. Response to Intervention: A Research-Based Summary. Theory into Practice, 2011. Vol. 50, no. 1, pp. 4—11. DOI:10.1080/00405841.2011.534909
  16. Eagle J. W., Dowd-Eagle S. E., Snyder A., Holtzman E. G. Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change. Journal of Educational and Psychological Consultation. 2015. Vol. 25. № 2-3. P. 160—177. DOI:10.1080/10474412.2014.929960
  17. State of Victoria Department of Education and Training. Individual Education Planning Summary Guide [Elektronnyi resurs]. Melbourne: State of Victoria Department of Education and Training, 2020. 9 p. URL: https://education.vic.gov.au/PAL/iep-summary-guide.pdf (Accessed 18.07.2022).
  18. Choi J. H., McCart A. B., Miller D. H., Sailor W. Issues in Statewide Scale up of a Multi-Tiered System of Support. Journal of School Leadership, 2022. Vol. 32, no. 5, pp. 514—536. DOI:10.1177/10526846211067650
  19. Jiménez J. E. Response to Intervention (Rtl) Model: A promising alternative for identifying students with learning disabilities? [Elektronnyi resurs]. Psicothema, 2010. Vol. 22, no. 4, pp. 932—934. URL: https://psicothema.com/pi?pii=3822 (Accessed 25.09.2022).
  20. State of Victoria Department of Education and Training. Learning Difficulties Information Guide: School Leaders [Elektronnyi resurs]. Melbourne: State of Victoria Department of Education and Training, 2022. 23 p. URL: http://education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/reading/School-Leaders-Guide.pdf (Accessed 17.07.2022).
  21. Braun G., Kumm S., Brown C., Walte S., Hughes M. T., Maggin D. M. Living in tier 2: educators’ perceptions of MTSS in urban schools. International Journal of Inclusive Education, 2020. Vol. 24, no. 10, pp. 1114—1128. DOI:10.1080/136031 16.2018.1511758
  22. McIntosh K., Goodman S. Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press, 2016. 356 p.
  23. Loftus-Rattan S. M., Wrightington M., Furey J., Case J. Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery. Teaching of Psychology. 2021. 9 p. DOI:10.1177/00986283211024262
  24. Ministry of Education. OECD Review of Inclusive Education: Country Background Report: Portugal [Elektronnyi resurs]. Lisbon: Ministry of Education, 2022. 79 p. URL: https://dge.mec.pt/sites/default/files/Noticias_documentos/ country-background-report-portugal-educacao-inclusiva-em-revista-2022.pdf (Accessed 25.09.2022).
  25. Sailor W., Skrtic T. M., Cohn M., Olmstead C. Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS). Teacher Education and Special Education, 2021. Vol. 44, no. 1, pp. 24—41. DOI:10.1177/0888406420938035
  26. Aspiranti K., Hilton-Prillhart A., Bebech A., Dula M. E. Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change. Contemporary School Psychology, 2019. Vol. 23, pp. 327—337. DOI:10.1007/s40688-019-00243-2
  27. OECD. Review of Inclusive Education in Portugal. Paris: OECD Publ., 2022. 268 p. DOI:10.1787/a9c95902-en
  28. Savitz R. S., Allington R. L., Wilkins J. Response to Intervention: A Summary of the Guidance State Departments of Education Provide to Schools and School Districts. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018. Vol. 91, no. 6, pp. 243—249. DOI:10.1080/00098655.2018.1536641
  29. Shapiro E. S. Tiered Instruction in a Response-to-Intervention Model [Elektronnyi resurs]. RTI Action Network: A Program of the National Center for Learning Disabilities. 2010. URL: http://rtinetwork.org/essential/tieredinstruction/tiered-instruction-and-intervention-rti-model (Accessed 18.07.2022).
  30. Scottish Government. Supporting Children’s Learning: Statutory Guidance on the Education (Additional Support for Learning) Scotland Act 2004 (as amended) [Elektronnyi resurs]: Code of Practice. 3rd ed. Edinburgh: The Scottish Government, 2017. 185 p. URL: https://gov.scot/publications/supporting-childrens-learning-statutory-guidance-education-additional-support-learning-scotland/ (Accessed 18.07.2022).
  31. Björn P. M., Aro M. T., Koponen T. K., Fuchs L. S., Fuchs D. H. The Many Faces of Special Education Within RTI Frameworks in the United States and Finland. Learning Disability Quarterly, 2016. Vol. 39, no. 1, pp. 58—66. DOI:10.1177/0731948715594787

Information About the Authors

Evegeniy I. Isaev, Doctor of Psychology, professor, Professor, Chair of Pedagogical Psychology named after Professor V.A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4652-5780, e-mail: eiisaev@yandex.ru

Sergey G. Kosaretsky, PhD in Psychology, Director of the Pinsky Centre of General and Extracurricular Education, Institute of Education, HSE University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8905-8983, e-mail: skosaretski@hse.ru

Yana P. Koroleva, researcher, PhD Student, HSE University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9324-6736, e-mail: yakoroleva@hse.ru

Metrics

Views

Total: 1191
Previous month: 61
Current month: 91

Downloads

Total: 344
Previous month: 5
Current month: 16