Response to Intervention or RTI is an essential approach that brings science and the art of teaching together. Response to Intervention practice promotes education through innovation and creativity. The foundation of the entire approach is firmly grounded on taking decisions based on data analysis of student’s learning capability.
Response to Intervention (RTI) is not a novel concept. As fact of the matter, the core characteristics of these teaching approaches have been sought for over 20 years. There have been various educational models such as
The past records show that the schools that took these models seriously, they could accomplish far better and improved results for all the students. The students with the learning disability were the ones that did benefit the maximum from such approach of teaching. With the right kind and the right time of intervention, the educators could not just elevate learning ability of the average, above average and proficient students, but could even deliver enhanced performance among the students who were not less privileged with the learning ability, had attention deficiency issues and/or behavioral concerns.
The students with specific learning disability often struggle with various aspects of education. Usually, a child with specific learning disability struggles to cope with the attention span or concentration and/or ability to grasp the concepts. Response to Intervention has been found to be of massive help in assisting such students who have a specific learning disability (SLD).
With the implementation of Response to Intervention, these students get help even before they can find that they are special, face failure or even feel frustrated. RTI encourages all the educators, especially the school – teachers to provide intervention based on data analysis of the education, behavioral, learning ability, concentration and performance, etc.
Unlike the usual approach of “waiting for results of progress and performance”, RTI is based on “continuous monitoring and providing support as and when required”. With early implementation of the
Response to Intervention (RTI) approach enables the educators to conclude the type of interventions that work. The educators realize the need and provide the right amount of support in from if intervention even before the student is referred for being evaluated for special education. It enables them to come up with the strategies, extended services, and support that might demonstrate the pedagogy that is beneficial and fetches absolute results.
Effective implementation of the RTI module enables the teacher, school administrators, parents, and even the therapist or specialist (mentors) to share the evolution process of the students. Thus, there is no gap in providing the continuous help to the student with specific learning disability. They are being monitored continuously and thoroughly. Furthermore, the teachers, mentors, and parents benefit from each other’s observation, expertise, and ideas.
Efficient implementation of Response to Intervention (RTI) results into well-informed educators and parents. They continually monitor the response of the targeted instruction. They can easily discuss, share, and accurately decide upon the ideas that work more accurately with each specific child.
Not only does RTI enable the students to be helped even before the assessment of specific leaning disability steps in, but also provides the exclusive data to enable the specialist determine the learning disability eligibility as well as its classification. Parents, teachers, as well as mentors (various therapy specialists) benefit from the results of evolutions based RTI that enables then to take the best decisions in interest of the student with specific learning disability.