RTI

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RTI and Students with Learning Disabilities
When identifying students with learning disabilities, response to intervention (RTI) was proposed as an alternative method to other models which determined the discrepancy between student achievement and ability (such as IQ tests). RTI has aided in early detection of many students with learning disabilities; and as a result, many students have been able to get the assistance needed to aid them in being successful. Within recent years, RTI has become an approach to remedial intervention that creates data to aid in developing instruction and identifying students who may require special education and related services as it relates to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). Some of the potential benefits stated by RTI supporters include: (1) earlier identification of students with learning disabilities using a problem-solving approach rather than an ability–achievement discrepancy formula (2) reduction in the number of students referred for special education, (3) reduction in the over-identification of minority students, (4) data that are relevant to instruction, (5) focus on student outcomes with increased accountability, and (6) promotion of shared responsibility and collaboration. (Greshem) Although RTI has been successfully used to assist teachers in determining students with learning disabilities, there are some critics that feel that RTI fails to determine learning disabilities in students.
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While RTI addresses the needs of students at risk of failure or falling behind, the use of RTI has raised questions about whether it is able to accurately identify students with learning disabilities. “For example, some high-ability students with intellectual strengths and support may achieve in the normal range and be denied the individualized instruction enabling them to make academic progress consistent with their ability.” (National Joint Committee on Learning Disabilities)
Another factor that can create issues with RTI is the age of the student. Students may not be able to be accurately assessed until it is too late. According to Richards, Pavri, Golez, Canges and Murphy, students with learning disabilities may spend the first three years of school without diagnosis or the assistance they need because: “a discrepancy between intelligence and achievement is difficult to obtain in the early grades because young children are generally not “far enough” behind in achievement to detect a discrepancy, students typically are not identified as having a SLD until about the third grade” (Richards, Pavri, Golez, Canges and Murphy) Other concerns with RTI are that it is generally used in elementary and primary education and there are very few RTI programs for middle or high schools, therefore “this model is relatively untested in the secondary grades.” (Richards, Pavri, Golez, Canges and Murphy) In addition, many on site issues are questioned such as: “how do we ascertain whether or not a student has responded to intervention; when do we refer a student for special education and what does the learning disability eligibility process look like; and which variables do schools or districts use to evaluate whether RTI has been successful” (Richards, Pavri, Golez, Canges and Murphy) It is generally agreed that RTI can
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It may, however, serve as an important component of an evaluation for special education eligibility. “Research data from large-scale implementation of RTI are needed to determine the efficacy of RTI for differentiating a specific learning disability from other disabilities and students without disabilities.” (National Joint Committee on Learning

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