Response to Intervention (RtI) is a systematic approach that provides a framework for addressing student learning, allows for accountable decision-making based upon the individual skill level of each student, and gives schools a methodical way for special education determinations. RtI began as a framework for students suspected of having a learning disability and now has become a system of instruction and assessment that helps teachers and related service providers know what type and level of instruction a student needs. It is a system that promotes inclusion of students from all ability levels into the general educational setting. This system is characterized by the placement of students and instructional methods along a continuum from whole-class instruction to individualized, highly specialized instructional methods. In this chapter, the historical as well as current frameworks that define learning disabilities will be discussed. Next, the eligibility processes associated with acquiring special education services will be examined; paying special attention to RtI and its intersection with learning disabilities. Finally, academic and behavioral interventions will be discussed that have found to be beneficial in increasing the skills of students with learning disabilities.
Lovelace, T.S., Gibson, L. and Tabb, J. (2013), "Response to Intervention Techniques and Students with Learning Disabilities", Bakken, J.P., Obiakor, F.E. and Rotatori, A.F. (Ed.) Learning Disabilities: Practice Concerns And Students With LD (Advances in Special Education, Vol. 25), Emerald Group Publishing Limited, Bingley, pp. 113-131. https://doi.org/10.1108/S0270-4013(2013)0000025009
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