Assessment or Response to Intervention/learning disabilities - Article Example

Assessment or Response to Intervention/learning Disabilities Affiliation with more information about affiliation, research grants, conflict of interest and how to contactAssessment or Response to Intervention/learning DisabilitiesIn the present day academic world, one of the major concerns for parents and teachers alike is in assisting children who experience difficulties in learning. They want to see the child performing well in the classroom, and it can be quite frustrating to than if the child’s ability is thwarted by its learning disabilities.

The fact is that many students fall behind in learning to do maths and read other subjects, due to their learning disabilities. As this is the care, much debating has been done regarding the methods used to identify students with learning disabilities, in the past few years. Learning disabilities can be dealt with by providing such students the equipments needed for their mental development. Even though it is a daunting task, it is not impossible for students with learning disabilities to excel in their studies.

Response to Intervention (RTI) is the right approach in identifying the needs of students struggling with learning disabilities. “Response to intervention (RTI) is an approach to identifying students as learning disabled that provides an alternative to the traditional model of discrepancy between ability (i.e., IQ) and achievement (i.e., academic test scores” (Dr. Colwell, 2010, p. 5). It also assists teachers to identify and interact with students who have learning disabilities. Response to intervention is a multi- step approach it provides incapable students, service and interventions with focused instructions at increasing levels of intensity.

There are quite a number of benefits in using the Response to Intervention process. One of the most notable processes is that, it assists the immediate needs of slow learners and with research oriented, individualized instructive methodologies. An RTI approach also has the potential to decrease the number of students referred for special education services. It can also increase the number of students for regular education. The IDEA legislations do not provide detailed regulations on the assessment methods for Response to intervention (RTI).

However, it is clear that an RTI system insists that data should be gathered for multiple purposes such as screening, diagnostic, formative progress monitoring, benchmark progress monitoring and, summative outcome assessment (Wixson & Valencia). It is crucial to use different measures for different purposes, as it can increase the efficiency and utility of assessment information. This proponent of collecting data through the intervention process can also give better informative instructions to determine the required variations observed among the students.

The teachers, who use Response to Intervention, need to know and understand the process as well as its implementation based on the assessment. Teachers play a crucial role in helping the students attain their potentials. The teachers of students with learning disabilities should acquire specialized knowledge to individualize a unique form of instruction, to construct special skills and to recommend modifications which are essential for such students, to be successful their studies. “Teachers need to know and understand the critical components of language and literacy relative to the developmental levels of their students so they can ensure that the essential areas are assessed and appropriate instruction is provided” (Colwell, 2010, p. 15). The teachers need to have the ability to determine what types of assessments are appropriate for the multi-purpose data collection in the Response to Intervention.

The teachers should be able to interpret the assessment of the collected data. They also need to have the skills to administer a range of diagnostic assessments to guarantee that the information they possess is enough for planning instructions. It should always be kept in mind that the teachers and the specialists are in the forefront of implementing approaches on Response to intervention and as such they should have the skills as well as the enthusiasm to bring about changes in students with learning disabilities.

“Deep knowledge and skill about assessment may be the sole important factor in the success of an RTI approach in preventing students’ language and literacy problems” (Colwell, 2010, p. 10).Response to Intervention is designed to be beneficial to students who have undiagnosed learning disabilities. It can help these students who are in the backyard of their abilities. The Response to Intervention models are worth the effort required for implementing on students with learning disabilities.

They are designed to boost the academic and behavioral outcome of the students. Response to Intervention is an innovative educational approach that has the ability to enhance the students reach their full potential and to assist them to meet the state grade level standards. Reference ListDr. Colwell, M. A. (2010). Guided Reading, An Essential Component of RtL. Framingham State University. Retrieved from http://www.massreading.org/conference/2011%20handouts/colwell.pdfKlotz, M. B. & Canter, A. (2007). Response to Intervention (RTI): A Primer for Parents.

LD Online. Retrieved from http://www.ldonline.org/article/15857/Wixon K. K. & Valencia W. S. (2011). Assessment in RTI: What Teachers and Specialists Need to Know. The Reading Teacher. Vol. 64, No.6. Print.