Scholars define disability as an illness that affects physical movement or the mental state of an individual ( Taylor et al., 2017) . Most limitations are recognized by the law based on their sensitivity and the need for care accorded such individuals. Studies reveal that over one billion people around the world live with disabilities, while children account for one out of ten individuals ( Taylor et al., 2017) . Similarly, a vast population of children with disabilities has been identified in developing countries as compared to third world countries. Impairments exist on a broad spectrum as they range from physical, mental, and psychological disabilities; hence, the purpose of this essay.
What are the two options for identifying students with learning disabilities? Briefly summarize each one
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Scholars agree that the IQ-Achievement Discrepancy Model is a practical approach in identifying children with learning disabilities ( Taylor et al., 2017) . Although the method is conventional, scholars suggest that it involves defining a clear difference between a child's IQ test scores and their overall academic record. It, therefore, requires time and monitoring, which then ensures that appropriate children are identified. Teachers employ this method based on existence as an already established practice hence making implementation efficient and effective. Additionally, it involves a certified professional who conducts the IQ test and thus time-saving for the teacher.
Response-to-Intervention Approach, on the other hand, involves the monitoring of children based on intensive intervention instructions. This method is used to determine a child's learning disability by evaluating the child's response to intensified instructions and identifying whether they can accomplish the same or require more intensive intervention ( Fuchs, D., Fuchs, L & Compton, 2012) . It uses a high-quality approach to assess all children within the classroom. Teachers are then able to distinguish between struggling learners and children with learning disabilities. Due to its hierarchical structure, it involves several steps, such as the introduction of high quality scientifically based classroom instruction.
List at least four benefits of using an RTI approach with struggling students
As mentioned earlier, the approach involves monitoring children to evaluate their responsiveness to high-quality instructions. It, therefore, has numerous benefits, such as the fact that it focuses on implementing intervention programs for children who depict slow responsiveness. Based on the fact that all children who have a delayed response to high-quality instruction may fail to have a learning disability, the intervention is useful for children with slow learning ( Fuchs et al., 2012) . Similarly, intensive, high-quality instructions are then introduced to determine the slow learning children from the children with learning disabilities while consequently improving the institutional capacity of each.
The RTI further offers flexibility on the basis that it acknowledges that students may fail to exhibit severe discrepancy for the evaluation of a learning disability to ensure conclusion. Similarly, as mentioned, the process involves data-based documentation and thus more professional and logical when presenting the same to the concerned children's parents. Research suggests that for children to be incorporated into the special education system, specific criteria must be met, such as the fact that they must be provided with intensive instructions, and hence, their responses evaluated ( Fuchs et al., 2012) . The scholars then affirm that this is a direct approach to determining a child with a learning disability.
Furthermore, for students who need special additional academic support to improve their performance, the RTI approach guarantees the acquisition of funds from the IDEA 2004 ( Batsche et al., 2005) . Government agencies offer schools a specific percentage of special education funds to ensure such children acquire particular interventions tailored to meet their specific needs and thus improve their overall academic performance. Parents of children with learning disabilities are further involved in the evaluation of their children as they fully comprehend why their child has been identified as one requiring specific education.
Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified Compton as a struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach
The universal screening of all children within a classroom distinguishes between the three groups of children such as those who have normal responsiveness to high-quality instructions, those with slow responsiveness as well as those that depict little to no response. The first step that Compton's teacher should consider is to develop intensive, high-quality instructions explicitly tailored for Compton while consequently considering implementing a collaborative approach, which then involves the teaching staff ( Fuchs et al., 2012) . This may offer more insight regarding the best method to use as well as ensure active development, implementation, and monitoring of the specific instructions.
Assume that your recommendation for Question 3 was implemented; unfortunately, Compton’s progress continues to be insufficient. Name and explain the next step in the RTI approach
According to research, if these interventions fail after continuous monitoring of the concerned student, the documentation process should then begin as the child has proven to require special education ( Byrd, 2011) . This involves a detailed description of the approach used as well as the relevant information to sufficiently determine that the intervention was implemented and continuous assessment was conducted. Similarly, the documentation should represent the parent involvement during the period of intervention as well as any agreements that may fail to be specified in IDEA 2004. In conclusion, this essay has evaluated intervention approaches used by teachers to identify children with learning disabilities within a classroom setting. Similarly, this text concludes that the RTI approach is the most effective and efficient for the process.
References
Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation . Virginia: National Association of State Directors of Special Education, Inc.
Byrd, E. S. (2011). Educating and involving parents in the response to intervention process: The school’s important role. TEACHING Exceptional Children, 43 (3), pp. 32–39.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78 (3), 263–279.
Taylor, W. P., Miciak, J., Fletcher, J. M., & Francis, D. J. (2017). Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations. Psychological assessment , 29 (4), 446.
