ABSTRACT

This study explores the German Multi-Tiered System of Support (MTSS) framework, specifically the PARTI (Partizipation in Response-To-Intervention digital) project, and proposes a Co-constructive Response to Intervention model tailored for Korean elementary school settings (K-PARTI) along with practical teacher training strategies. To overcome traditional punitive disciplinary systems and the fragmentation of pull-out practices, this study establishes an educational behavioral intervention framework grounded in general-special education teacher collaboration linked to public curricula. By integrating the General Pedagogical Knowledge for Inclusive Teaching focusing on Social and Emotional Learning (GPK-IT-SEL) spectrum, co-constructive cooperation, and three core theories of social participation, it designs a four-phase (Entry, Implementation, Adjustment, Intensive) assessment-intervention cycle synchronized with the Korean elementary academic calendar and grade-level professional learning communities to address the 1:N special education teacher ratio. Furthermore, to alleviate administrative burdens and facilitate real-time multidisciplinary communication, the study puts forth concrete field-application strategies for a one-stop digital platform (K-PARTI digital) integrating micro-learning modules, automated time-series progress plotting, and interactive reflection spaces.

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