The model introduces inclusiveness into the education model through introducing more accommodating models of instructions and a need-based allocation of the learning facilities to the targeted learners’ teams. One of the models concentration areas is addressing the learning difficulties detected in learners at earlier stages before they adjust to them, to the extent that they will need exposure to special education programs. From exposing students to high quality instruction models and interventions at the very initial stages of the problems detected, the model is able to prevent these subjects from falling behind their counterparts. This paper is an appraisal of RTI models to determine the ideas that are familiar, those that are new and intriguing, and those that seem confusing and impractical (Hale 16-27). Discussion Some of the assumptions adopted by the RTI model form the core aspect of learning of different students, and provide a framework for understanding the reality surrounding the learning ability of all learners. Some of the ideas contained in the assumptions adopted by RTI clearly define the dynamics that need to be introduced into the delivery of education towards realizing a more accommodative model of education for all learners. These ideas are discussed below (Sahlberg 167). The educational structure can successfully teach all learners – despite the imminent personality and intellectual variations between one learner and the other. From the study of Sahlberg (167), the ability of teachers to offer instructions from research based approaches depending on the success of the given model improves the performance of different students in a significant manner. The use of innovative models in offering instructions to learners can also accommodate both slow and fast learning students, including support of abstract ideas with diagrams, demonstrations and descriptions, all supposed to create better understanding. The problem-solving abilities of teachers also contribute greatly to the success of low-performing students as these are cultivated into the learning model. Some of the traits introduced into this approach include planning, reflection, evaluation and action to integrate what is taught at classes (Sahlberg 10). Based on these reviewed facts, it is clear that the introduction of research-based instructions, adopting those that work best, instructing using innovative models and cultivating instruction absorption models among the students can greatly influence the performance of different learners – both fast and slow. These facts, therefore, can be applied to prove the credibility of the idea presented by RTI that an effective learning system can effectively teach all students. From class and group work during my course, I have experienced the fact that student-based instruction models can foster the performance of different learners including those that are intellectually challenged. An example is a case where diagrams were greatly helpful in cultivating the success of group members, especially those who could not comprehend abstract ideas substantially (Sahlberg 167). RTI models also work on the basis of the principle that early intervention is vital towards avoiding the development of learning-based problems. From the case of Finnish schools explained in Sahlberg (155), the training of teachers to make them highly capable of detecting and diagnosing problems among their students, classrooms and schools has been a great step towards addressing the learning
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Name: Instructor: Course: Date: Ideas from Response to Intervention Introduction Response to intervention (RTI) is a mold for the review of the performance of operating schools with the resources required to realize maximum success from instruction giving to all the learners…
John (pseudonym), a fourth grader, was one of those students. He has an average IQ and excellent listening comprehension, but automatic word recognition eluded him. These characteristics are indicators of dyslexia or a specific reading disability. (Robinson and Dally, 2008) For students like John, it is crucial that teachers understand dyslexia.
Inclusion of RTI in IDEA (2004) II. Benefits of RTI a. Universality of Application on Different Students and Groups b. Frequent Assessment of Abilities of Students c. Curriculum-based Implementation of RTI d. Evidence-based Implementation of RTI III. Disadvantages of RTI a.
The general fact is that children who do not show response to effective interventions are more likely to have biologically explained learning disability hence needs a special education process. The introduction of this program was in order for it to replace the ability-achieved discrepancy model that required students to exhibit their ability in academic achievement usually measured through grading and standardized testing.
The approach gained credibility in the last decade as alternative to the criteria used traditionally in teaching students with special needs. The most critical elements of the RTI approach are that it facilitates the adoption of intervention and instruction program in education that is based on research and scientific facts.
It is a new model in education used in the United States which specifically functions as a special education identification method (Harlacher, Nelson Walker & Sanford, 2010, p.30).
RTI is composed of different levels of instructional supports
According to the research findings both models have their shortcomings some severe than others. The main thing to take under consideration with these models while assessing is that; each model has its own pitfalls, and the professional judgment should be the core principle in determining whether a student has a learning disability.
An A-B design was employed that involved scheduling a picture activity and reinforcing on-task behavior. By using time sampling, the student was observed for periods of 20 minutes each and assessed for each one minute time interval as to whether she was on or off-task.
This plan focuses mainly on the prevention of central line associated-bloodstream infection (CLABSI). Therefore, it offers education to different custodians for the old men and women in health stations on how to deal with the diseases. As a result, the program