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The Use of Response to Intervention (RTI) In Learning Disabilities

28th February 2021

In the 21st century special needs education field, talking with your students about their different learning challenges can really help to shape their confidence. As a modern-day special educator, you can teach them how to advocate for themselves in school as well as in life. Do you have a student who is frequently unfocused? Do you have a learner who seems extremely lazy or deliberately forgetful? If so, then it might be that the learner is not using these behavioural patterns purposefully. A learning disability may be the cause.

Well, the concept of RTI or Response to Intervention has always been the emphasis of the teaching/learning progression with a basic element of responsibility in special as well as general education. According to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), RTI has taken on a more precise connotation in the past few years. Today, various 21st century special educators, researchers, and other teaching professionals are exploring the practicality of an RTI approach.

What Is Response to Intervention (RTI)?

Well, the idea of implementing a Response-to-Intervention (RTI) development as the method for categorizing the existence of a learning disability (LD) has been around since the 1980s. IDEA stated RTI as “response to scientific, research-based intervention.” The persistence of RTI is of an inhibition prototypical practice to edge or avoid academic fiasco for learners who are having difficulty in learning.

With the aim of improving the achievement of all students, RTI approach is improving the achievement of all students especially the learners with a learning disability. The fundamental concepts of an RTI method are the application of methodical and research-based intrusions in general education, measurement of a student's rejoinder to these intercessions and the use of the RTI data to notify instruction.

How Is RTI Supposed to Lessen Disproportionality?

Well, the numerous characteristics of RTI are being offered as addressing the issue of overrepresentation:
 

  • Valuation tools used in RTI are generally non-biased as opposed to the other forms of valuation.
  • All learners gather the effective training and therefore most students will progress acceptably.
  • Educational decisions are solely based on academic performance.
  • Delivering the more intensive instruction will result in fewer students moving into special education.
  • Credentials of parent participation throughout the process help in teaching the learning disability learners.

The following picture depicts the role of Assessment in RTI -

role of Assessment in RTI
(Ref: https://bit.ly/3sFv4qJ)

Potential Benefits of RTI

With its emphasis on student outcomes, RTI has some potential benefits:
 

  • RTI approach helps in the early identification of students with different learning disabilities
  • RTI is a problem-solving teaching approach
  • Students may obtain focused interventions with RTI approach
  • RTI approach helps in reducing the number of students denoted for special education and associated services
  • RTI approach is providing apt instruction for students at risk with different learning disabilities
  • It also helps in reducing the favouritism in the assessment of students with different learning disabilities
  • Here, you will see the establishment of more instructionally appropriate data than traditional methods of credentials
The Response to Intervention Pyramid

(Ref: https://bit.ly/394D65p)

Well, there are many. However, these are the major ones.

The dependability and legitimacy of RTI in detecting students who have an LD is based on sensitivity along with specificity. The 21st century learning disability courses help and prepare the special educators in order to help in understanding the learning disability areas in a better way. Learning how to talk about a learning disability is the primary step to being able to advocate for themselves now and in the forthcoming years.


Written By : Bindita Sinha



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