With a focus on exemplary practices, this article described and analyzed a principal’s understanding of the conceptual framework of the US-based response-to-intervention and his strategies to mobilize school staff to understand and practice the model to achieve effective inclusive education with the principles of whole schooling. This principal was one of the 16 principals who participated in an ongoing research project regarding the conceptualization of the 3-tier intervention model policy and the contextualization of its practices in Hong Kong. His practices have been chosen for elaboration because he was the only one to demonstrate a deep understanding of the RTI model’s ultimate intentions, subsequently launching a more comprehensive approach to mobilize school staff and to practice effectively. This article began with a comparison between the conceptual background of the US-based RTI model and Hong Kong’s 3-tier intervention model, followed by the delineation of this principal’s practices based on his interview and those of his special educational needs coordinator and teachers. Implications for school reform policies and practices across settings were discussed. Copyright © 2018 Whole Schooling Press.
|Journal||International Journal of Whole Schooling|
|Publication status||Published - 2018|
special educational needs
CitationPoon-McBrayer, K. F. (2018). Practicing response-to-intervention model: A case of leadership practices. International Journal of Whole Schooling, 14(1), 154-171.
- Education for all
- Hong Kong