{"id":"W2981557899","doi":"10.7202/1065659ar","title":"LA RÉPONSE À L’INTERVENTION ET L’OFFRE DE SERVICES MULTIPALIERS POUR SOUTENIR L’INCLUSION SCOLAIRE : UN PARADOXE À VISÉE D’EXCLUSION DES ÉLÈVES EN SITUATION DE HANDICAP","year":2019,"lang":"fr","type":"article","venue":"McGill Journal of Education / Revue des sciences de l éducation de McGill","topic":"Family and Disability Support Research","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"ca_institutions":"Université de Montréal","funders":"","keywords":"Humanities; Political science; Philosophy","routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false,"invisible_to_affiliation_only":false},"retraction":null,"screen":{"n_in":0,"stratum":"french","weight":1554.46666666667,"opus":{"tier":"OUT","genre":"conceptual","about_ca":false,"confidence":"medium","reason":"Critical analysis of response-to-intervention and multi-tiered service delivery in school inclusion; the object is educational service provision for students with disabilities, not research practice, though its critique of evidence-based programs brushes against the boundary."},"gpt":{"tier":"OUT","genre":"conceptual","about_ca":false,"confidence":"high","reason":"This critical analysis concerns educational inclusion programs and disability, not the practice of research."},"grok":{"tier":"OUT","genre":"conceptual","about_ca":false,"confidence":"high","reason":"Critical analysis of school inclusion and response-to-intervention programs; object is educational practice, not research."}}}