000			01949cam a2200289 4500500
005			20250112022748.0
041			_afre
042			_adc
100	1	0	_ade Chambrier, Anne-Françoise _eauthor
700	1	0	_a Dierendonck, Christophe _eauthor
245	0	0	_aTowards the implementation of the Response to Intervention model in French-speaking European education systems?
260			_c2022.
500			_a87
520			_aBorn in the United States in particular as an alternative to the discrepancy criterion used to diagnose a specific learning disorder, the Response to Intervention model advocates, from a prevention perspective, to consider such a diagnosis for students who are resistant to evidence-based teaching and more intensive early support for students in need. Various versions of this model have been developed and the Multi-Tier System of Supports seems to be gradually gaining ground. Although such initiatives make it possible, under certain conditions, to reduce the number of children referred to specialised services, they are barely mentioned in French-speaking European education systems. This article offers a review of these different models, their relevance, their main criticisms, as well as the necessary conditions to test them in French-speaking European countries.
690			_aResponse to Intervention model
690			_aFrench-speaking European education systems
690			_aspecific learning disorder
690			_aevidence-based education
690			_aMulti-Tier System of Supports
690			_aResponse to Intervention model
690			_aFrench-speaking European education systems
690			_aspecific learning disorder
690			_aevidence-based education
690			_aMulti-Tier System of Supports
786	0		_nL’Année psychologique | 122 | 2 | 2022-05-04 | p. 301-337 | 0003-5033
856	4	1	_uhttps://shs.cairn.info/journal-l-annee-psychologique-2022-2-page-301?lang=en
999			_c140347 _d140347