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Article
Promoting Successful Transitions: What Can We Learn From RTI to Enhance Outcomes for All Students?
Preventing School Failure: Alternative Education for Children and Youth (2010)
  • Suzanne B. Thomas
  • Frank Dykes
Abstract
Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families may feel that they are sidelined to stand by helplessly as students—particularly those with special needs—experience life-altering circumstances such as high dropout rates, underemployment and unemployment, failure to access continuing education, and dependent living situations. To find practical and relevant suggestions for promoting successful transitions and enhancing postschool outcomes for all students, the authors examine the emerging tiered-intervention paradigm known as response to intervention.
Keywords
  • response to intervention,
  • school outcomes,
  • transition planning
Disciplines
Publication Date
October, 2010
DOI
http://dx.doi.org/10.1080/10459880903217978
Publisher Statement
This article is published in Preventing School Failure: Alternative Education for Children and Youth.
Citation Information
Suzanne B. Thomas and Frank Dykes. "Promoting Successful Transitions: What Can We Learn From RTI to Enhance Outcomes for All Students?" Preventing School Failure: Alternative Education for Children and Youth Vol. 55 Iss. 1 (2010) p. 1 - 9 ISSN: 1940-4387
Available at: http://works.bepress.com/frank-dykes/12/