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Selected Findings of the First Large-Scale Implementation of Response to Intervention in Germany

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Inclusive Mathematics Education

Abstract

First, this chapter describes the core elements of the Response to Intervention approach and contrasts it with prevailing conditions in Germany, especially in Mecklenburg-Western Pomerania. Then, the specific implementation of the Response to Intervention concept in the Rügen Inclusion Model is described on the example of mathematics education at elementary schools. Principal findings of our evaluation study are summarized with a focus on mathematics at the end of fourth grade. The results show that Response to Intervention elements can successfully be implemented. Especially, there are advantages for students with learning problems. Compared to the control group (n = 385), significantly more students of the Response to Intervention treatment group (n = 441) achieved minimum standards for elementary school mathematics, even though they had poor learning outcomes in the lower performance quartile when starting school. Furthermore, students with learning disabilities perform significantly better in mathematics. Finally, the results will be discussed within the context of the overall Response to Intervention evaluation study.

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Notes

  1. 1.

    Diagnostic intervention classes were created at regular schools for students with learning and behavioral problems. They offer special conditions: an extended learning time (curricula for 2 years are stretched over a period of 3 years), a limited number of students in a classroom (12–15 students), and additional lessons with special education teachers to optimize students’ individual achievements.

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Authors and Affiliations

  1. Universität Rostock, Rostock, Germany

    Yvonne Blumenthal, Stefan Voß, Simon Sikora & Bodo Hartke

Authors
  1. Yvonne Blumenthal
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  2. Stefan Voß
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  3. Simon Sikora
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  4. Bodo Hartke
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Corresponding author

Correspondence to Yvonne Blumenthal .

Editor information

Editors and Affiliations

  1. Pädagogische Hochschule Vorarlberg, Feldkirch, Austria

    David Kollosche

  2. Universidade Federal de São Paulo, Diadema, Brazil

    Renato Marcone

  3. Universität Potsdam, Potsdam, Germany

    Michel Knigge

  4. Universidade Estadual Paulista, Rio Claro, Brazil

    Miriam Godoy Penteado  & Ole Skovsmose  & 

  5. Aalborg Universitet, Aalborg, Denmark

    Ole Skovsmose

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Blumenthal, Y., Voß, S., Sikora, S., Hartke, B. (2019). Selected Findings of the First Large-Scale Implementation of Response to Intervention in Germany. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_10

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  • DOI: https://doi.org/10.1007/978-3-030-11518-0_10

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