Indemnification Of Students With Learning Disabilities

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When students are identified as no longer needing intensive intervention from tier 2 because of adequate response, they can move back to tier 1. (Stecker, 2007). Research by Stecker (2007) also supports that these students are still monitored and may have to move back to tier 2 if they show slow gains in academic achievement. Educators make decisions about whether a students should move back to tier 1 or move on to tier 3 based on examination of progress monitoring and other data at the end of the fixed duration. However, a student who does not make enough progress or makes little progress is moved to Tier 3 for more frequent and intensive services. A multi-disciplinary team may evaluate the student to determine if he or she has a specific …show more content…
When evaluating a child with a specific learning disability, the discrepancy model should be replaced with a child’s response to scientific, research based intervention. (Bradley, Danielson, and Doolittle, 2007) RTI is a process that can be used to determine how a student responds to research based instruction to see if a child needs special education services and contains interventions required by federal law. (Kame’enui, 2007)
Students who show a lack of response with tier 1 and tier 2 services indicate that there is a need for even more intensive educational services such as special education. (Fuchs, Fuchs, and Vaughn, 2014) Progress monitoring from tier 1 and tier 2 can provide a decision making team with evidence that a student needs a complete evaluation. The progress monitoring data shows the academic performance of the student and the response the student has during a fixed period while research based and supplemental interventions are given. A decision making team works together to give the student a complete evaluation to identify if the child has a learning disability and needs special education services for adequate academic performance. There are certain standards that are by state criteria that have to be met when evaluating the child for a learning disability. IDEA
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The RTI approach allows teachers to avoid wait to fail model that has been common with the use of traditional identification processes. Teachers are able to use the RTI approach to assist students at different levels of instructional intensity and provide high quality instruction. (Stecker, 2007) Research by Stecker (2007) supports that the number of students who are referred to special education and even the impact of the disability on students’ academic performance can be lessened through the use of the RTI. Students have flexibility to move throughout tiers based on progress monitoring data and their need. There is also much promise that the RTI approach will improve instruction and collaboration between special and general education teachers. (Stecker, 2007) With promises, there also is still a need for more research and future studies to address the challenges that remain with the

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