lem-solving model for addressing diverse student needs through high quality interventions and instructions tailored to student outcomes- learning rate and performance level (TN Core, 2013). It identifies students having particular learning disability thus requiring special education from students with normal abilities. It identifies such students using a three-tier approach. In this paper, I support the use of Response to Intervention in Tennessee schools.
First, I am in favor of the comprehensive resolution of the student qualification for participation in the model. The tiered instructions of the model help to minimize probability of false positives, that is, it precisely identifies the true student victims of special needs excluding those students who appear disabled when actually they are not. In this way, it will minimize the resources directed at addressing the disability problem in academics with the saved resourced being used to address other challenges facing the education sector or any other sector of the economy. It also save the parents and families of the students who would have been wrongly identified with special learning needs from psychological suffering resulting from empathizing with their child. More so, it reduces the work load of practitioners administering the model’s assessment instructions.
Second, I support Response to Intervention model because of its early intercession to the problem of special needs as this enables the school provide effective and comprehensive support to the students identified with such challenge. I believe the science research-based and high quality interventions used are more reliable as they are thoroughly tested and approved before their adoption thereby purging risks of undesired negative effects in their usage (Fucks and Fuchs, 2005). Basing on the individual performance levels and learning rates help to address the root cause of the problem as every student has unique causes for poor academic performance ...Show more