Limitations on Response to Intervention with Emphasis on General Education Teachers

This issue of NASET’s LD Report was written by Adhwaa Alahmari?from the University of South Florida.  Her article focuses on limitations on RTI with an emphasis on general education teachers.  Response to intervention (RTI) is a multi-tier approach to scaffolding instruction for a variety of learners and includes high-quality, research-based instruction and a continuum of student assessments (James, Lopez, Wilkins, & Fergus, 2014). The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) allows for the option of discontinuing the use of IQ-achievement discrepancy formulas as the only tool for identifying students in the learning disability category (Bradley, Danielson, & Doolittle, 2005; Klingner & Edwards, 2006). This paper begins to explain the purpose of RTI and explain how No Child Left Behind (NCLB, 2001) and (IDEIA, 2004) support the implementation of RTI on improving students ‘outcomes (Greenwood, Bradfield, Kaminski, Linas, Carta & Nylander, 2011). Second, it describes the use of RTI as alternative method to identify student with learning disability. Third, it reviews the RTI process from Tier 1 to Tier 3 instruction. Fourth, it discuss the issues on RTI related to teachers who implement the intervention. Finally, recommendations are offered that encourage both general and special education teachers to collaborate together on sharing resources, discussing students’ progress, and demonstrating instructional techniques.

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