(McLesky, Chapters 11) Identify and explain the tiers of Response to Intervention (RtI). When is this process implemented and what is its significance for educators and students?
RTI is designed to give quality education o all students. The program offers intensive instruction to students, focusing on their needs and giving struggling students a chance to excellent. It gives student the best chance possible in attaining success in the education while at the same time offers educators a tool to aid their achievement of educational goals. The tiers are as follows:
Tier 1 - core instructional interventions
Tier 2- Targeted Group Interventions
Tier 3-
In tier three, students’ instructions, focus on skills to work on the deficits that they may have, correct any challenges and prevent further problems in the future (Feldman, 2016).
(McLesky, Chapter 2) Compare and contrast IDEA and Section 504 concerning the definition of disability, type of legislation, and how each applies to schools.
IDEA is a federal legislation which governs education services for disabled students while section 504 is civil legislation that prohibits discrimination in the services offered to children with disability. IDEA covers children with disability which severely impair a child’s learning while section 504 are more open to any type of handicap even if it does not necessitate special education (RTI, 2016). IDEA offers services for students in both the general classroom and also specialized classrooms with IEPs while Section 504 provides special education services within the general classroom with specific interventions as need (RTI, 2016).
(McLesky, Chapter 3) Lack of social skills is a key challenge for students with learning disabilities. Should social skills receive as a prominent part of the curriculum for all students as is now given to literacy skills?
Social skills are an important component of education and general competency. Social skills equip children with the ability to cope with life, interact and be generally competent in applying what they have learnt. Social skills should be emphasized as much as other core subjects. They form part of the basic tools that an individual requires to succeed. For this reason, social skills should be taught to students with disability who struggle with even the most basic things and require every help to make it. The curriculum should include this in either the core curriculum or in the different interventions offered to students with special needs. The importance of social skills cannot be undermined by the education system.
(McLesky, Chapter 8) Spontaneous relationships and friendships may not occur as frequently for students with sensory impairments as for others. Discuss social problems that could occur because of a sensory impairment. Describe specific strategies that would promote friendships between students with sensory impairments and their peers without disabilities.
Sensory impairments hinder effective communication, especially between students with disability and those without disability. The lack of communication makes it hard for interaction to happen unless the students without disability have a way to communicate with their special needs counterparts. Children with disability may feel isolated from the rest and suffer. The students with disability may not know how to relate with others and may fail to network. They may also exhibit anti-social behavior and have a problem adjusting to new environments.
References
Feldman, R. (2016). Response to Intervention Tiers for Instruction | RTI Action Network. Rtinetwork.org. Retrieved 13 June 2016, from http://www.rtinetwork.org/essential/tieredinstruction
IRIS | RTI (Part 1): An Overview. (2016). Iris.peabody.vanderbilt.edu. Retrieved 13 June 2016, from http://iris.peabody.vanderbilt.edu/module/rti01-overview/
