What is RTI?
RTI (Response To Intervention) is a rather new and somewhat controversial approach to the identification of a learning disability. In some ways it is a simpler approach, in other ways it is much more complex. Before discussing the process of RTI it is important to fully understand both the definition of a learning disability as well as the more traditional method for identification - The Discrepancy Model.
The definition of a Learning Disability:
Simply put, a learning disability exists when a student experiences significant difficulty learning and progressing in school due to underlying difficulty 'processing' certain types of information. In other words, to be considered 'learning disabled' the student must be 'underachieving' …show more content…
First, it is extremely difficult to accurately determine 'severe discrepancy' for young students (prior to 2nd or 3rd grade). Students arrive in kindergarten with varying levels of exposure to education and developmentally progress at different rates even without the impact of any possible learning disabilities. It generally takes a few years for these developmental differences to 'even out'. Similarly, academic and cognitive assessment instruments are not highly accurate or reliable at early ages. So even though early intervention is considered a key factor to helping LD students become successful in school, the discrepancy model has proven at least somewhat ineffective when it comes to early identification. Another rather significant problem with the discrepancy model is that the 'severe discrepancy' cutoff value is somewhat arbitrarily determined and fails to adequately take into consideration 'error of measurement' which occurs in all forms of standardized assessment. In one sense, the severe discrepancy value merely provides a 'probability' that the student's achievement is significantly discrepant from his/her ability. Due to error of measurement and other factors, for some students an achievement score below the cutoff value is really not as 'severe' as indicated whereas for other students a score above the cutoff value is quite severe. As a result, strict adherence to the severe discrepancy model will definitely result in the identification of some students who do not actually have a learning disability while failing to identify other students who
RTI (Response To Intervention) is a rather new and somewhat controversial approach to the identification of a learning disability. In some ways it is a simpler approach, in other ways it is much more complex. Before discussing the process of RTI it is important to fully understand both the definition of a learning disability as well as the more traditional method for identification - The Discrepancy Model.
The definition of a Learning Disability:
Simply put, a learning disability exists when a student experiences significant difficulty learning and progressing in school due to underlying difficulty 'processing' certain types of information. In other words, to be considered 'learning disabled' the student must be 'underachieving' …show more content…
First, it is extremely difficult to accurately determine 'severe discrepancy' for young students (prior to 2nd or 3rd grade). Students arrive in kindergarten with varying levels of exposure to education and developmentally progress at different rates even without the impact of any possible learning disabilities. It generally takes a few years for these developmental differences to 'even out'. Similarly, academic and cognitive assessment instruments are not highly accurate or reliable at early ages. So even though early intervention is considered a key factor to helping LD students become successful in school, the discrepancy model has proven at least somewhat ineffective when it comes to early identification. Another rather significant problem with the discrepancy model is that the 'severe discrepancy' cutoff value is somewhat arbitrarily determined and fails to adequately take into consideration 'error of measurement' which occurs in all forms of standardized assessment. In one sense, the severe discrepancy value merely provides a 'probability' that the student's achievement is significantly discrepant from his/her ability. Due to error of measurement and other factors, for some students an achievement score below the cutoff value is really not as 'severe' as indicated whereas for other students a score above the cutoff value is quite severe. As a result, strict adherence to the severe discrepancy model will definitely result in the identification of some students who do not actually have a learning disability while failing to identify other students who