Participation in response-to-intervention

Joint project of the University of Cologne and the University of Wuppertal

Behavioural problems and classroom disruptions in inclusive education place particular demands on the professional skills and cooperation of primary school and special needs teachers. In addition, learners with such behavioural problems are more frequently rejected by their classmates. In order for children with behavioural problems to participate better in lessons and also be accepted by their classmates, the response-to-intervention model (RTI) offers a close link between diagnostics and support in order to implement adaptive forms of support. To date, the RTI model has not taken into account the fact that primary school and special needs teachers plan and implement effective and participation-orientated inclusive lessons together. In an interdisciplinary research project at the Universities of Wuppertal and Cologne, researchers are therefore developing an RTI model (PARTI) that has been expanded to include participation. Initial project results have been published here.

Management / Application (University of Wuppertal)
Prof. Dr Michael Grosche
Prof. Dr Christian Huber
Prof. Dr Kathrin Fussangel
Prof. Dr Cornelia Gräsel
Prof. Dr Christian Huber
Prof. Dr Friedrich Linderkamp

Staff (University of Wuppertal)
Dr Jacquelin Kluge-Brück
Dr Markus Spilles

External project management / application
Cologne site: Johannes König, Thomas Hennemann, Kai Kaspar, Conny Melzer, Christian Rietz, Sarah Strauß

Duration: 03/2018 - 02/2021

Funded by: Federal Ministry of Education and Research (BMBF)