In 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…
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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
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To reflect on any act of teaching and learning demands thinking about individual differences, assessment, development, the nature of the subject matter being taught, problem solving, and transfer of learning. These psychological topics are vital to education and therefore are vital to human social life.
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