2002年，美國通過《將每個孩子帶上來》法案，該法案著重於中小學弱勢 與少數群體的基礎能力補救。2004年，《將每個孩子帶上來》法案促使《身心障 礙者教育法》的修正通過，其中較重要的改變是此特殊教育法案將介入反應模式 (Response to Intervention, RTI)納入學習障礙學生鑑定模式。在此教育改革 潮流下，我國也積極推動關懷弱勢政策，其中《攜手計畫一課後扶助》為目前國 中小教育發展推動的重點，但目前此計畫尚於萌芽起步階段，所以需要大量相關人 員投入研究與經營。因此，本文將探究介入反應模式與攜手計畫的理念與架構，試 圖藉由介入反應模式來思考我國攜手計畫精緻化的可行方向。

Recently，the No Child Left Behind Act of 2001 (NCLB) had been reauthorized in the United States, which emphasized on the remedial education for disadvantage students. The Individuals with Disabilities Education Act of 2004 (IDEA) allowed schools to use a response to intervention (RTI) as a part of procedures to identify students with learning disabilities. Under current educational trends, in Taiwan, the government strongly promoted the uafterschool alternative program” which was on the embryonic stage. Therefore, the main purpose of this article was to explore the elaboration of the afterschool alternative program via the implementing experience of RTI model in the United States.