2016 年 27 巻 p. 44-57
This research examines the RTI（Response to Intervention）model for the gifted，which is a new practical framework for gifted education in the U.S. and clarifies the relation between its characteristics and those of other gifted education programs.
In recent years，the RTI model for the gifted has been disseminated as an RTI application model，which is different from an ordinary RTI model developed as a diagnostic and teaching system for children with learning disabilities. The teaching contents and curriculum in the RTI model for the gifted requires the use of pre-existing gifted education programs as a precondition. Hence，this paper examines how these existing gifted education programs are positioned within the framework of the RTI model for the gifted，which is characterized by a multi-tiered structure， and what kind of changes they bring about in the imparting of gifted education.
In particular，the contents of gifted education in the U.S. were classified and sorted according to two curriculum types: acceleration and enrichment. Furthermore，their incorporation into each tier in Utah’s Four-Tier Model（the RTI model for the gifted in the state of Utah）was examined. The results indicated that in the acceleration program，various acceleration measures and systems in traditional gifted education were utilized at each level and radical acceleration specialized for gifted children was conducted in fourth tier. In contrast，in enrichment programs， enrichment education targeting all students was conducted in １st tier normal education while a more advanced enrichment education was conducted in the higher tier simultaneously. In both cases，specialization and differences in teaching based on children’s interests，attention，learning style，and level of understanding were emphasized，with the forms of teaching and the established plans changing on the basis of students’ abilities.
Further，the Schoolwide Enrichment Model，which is a representative curriculum in gifted education，was examined to investigate and explore how existing curriculum models can be adapted within the RTI framework. The characteristics of curriculum models that could be easily adapted to RTI were also considered. The results showed that curriculum models such as the Schoolwide Enrichment Model，which boasts a multi-tier and multi-stage structured curriculum and in which the teaching level and contents gradually change to match students’ abilities and needs，have an affinity to the RTI framework.
Lastly，the challenges in implementing gifted education programs in the RTI model for the gifted were examined to identify the necessity of enriching the implementation of the core curriculum，forms of teaching，and plans that were suitable for implementing the program as well as for training teachers regarding gifted education.