Shores & Bender (2007) defines it “a process of implementing high-quality, scientifically validated instruction practices based on learner needs, monitoring student progress, and adjust-ing instruction based on the student’s re-sponse.” Response to Intervention measures the responses of students learning and to also identify if the student’s have a learning disabil-ity when they do not respond well to high qual-ity instruction. RTI serves a purpose to provide student’s an intense instruction that will benefit and support their educational needs. Teachers also can monitor and frequently assess student progress at a constant level.
Cohen and Spenciner (2015) discuss student performance is improved when teachers offer high- quality instruction …show more content…
It is just by comparing the basis of IQ score on child’s achievement or cognition resulting in the child having a disability or not. I do believe this can actually take away student’s chance to prove themselves in their ability to do better. Many factors of student learning are different from their peers. Perhaps students who are in differ-ent cultural background require different in-struction. Teachers need to be sensitive to stu-dent’s different way of learning things. Ac-cording to Dr. Tom’s video a child can receive special education if they are two years behind and is qualified as learning disabled, mean-while he/she was struggling each year. It is not the fault of the child, rather how he/she was not given an opportunity to obtain a high- quality instruction from the teacher. I begin to wonder after arriving to America at age 2. I only spoke Persian until I went to school at age six. Being a child who spoke another language I struggled in general education class. Automatically I found myself in special education in another school setting with all special need students. I was actually a visual learner and very introverted and teachers failed to give me proper instruction. Struggling and labeled as a student who was learning disabled, caused my views in school to negatively impact my ability to do well. Once I was sent to General Education class, I felt I was not good enough while all other students were praised for doing really well. I was considered an outcast from teachers who understood my disability and disliked me. I felt their frustrations when they became tired of teaching me instruction that I could not un-derstand. I was always sent to speech classes and resource rooms and still not learning. My lack of confidence and interest in school be-came the primary focus in not doing well in
Cohen and Spenciner (2015) discuss student performance is improved when teachers offer high- quality instruction …show more content…
It is just by comparing the basis of IQ score on child’s achievement or cognition resulting in the child having a disability or not. I do believe this can actually take away student’s chance to prove themselves in their ability to do better. Many factors of student learning are different from their peers. Perhaps students who are in differ-ent cultural background require different in-struction. Teachers need to be sensitive to stu-dent’s different way of learning things. Ac-cording to Dr. Tom’s video a child can receive special education if they are two years behind and is qualified as learning disabled, mean-while he/she was struggling each year. It is not the fault of the child, rather how he/she was not given an opportunity to obtain a high- quality instruction from the teacher. I begin to wonder after arriving to America at age 2. I only spoke Persian until I went to school at age six. Being a child who spoke another language I struggled in general education class. Automatically I found myself in special education in another school setting with all special need students. I was actually a visual learner and very introverted and teachers failed to give me proper instruction. Struggling and labeled as a student who was learning disabled, caused my views in school to negatively impact my ability to do well. Once I was sent to General Education class, I felt I was not good enough while all other students were praised for doing really well. I was considered an outcast from teachers who understood my disability and disliked me. I felt their frustrations when they became tired of teaching me instruction that I could not un-derstand. I was always sent to speech classes and resource rooms and still not learning. My lack of confidence and interest in school be-came the primary focus in not doing well in