Response to Intervention: What It Is and How It Works

Students are different regarding how they relate to the learning experience. A teacher can testify that their students take different time periods to grasp new teaching. Some students may have attention and learning issues that have not been diagnosed. Others may just be slow learners. A teacher may not be quick to point out which student is lagging behind and for what reason. This is why responses to intervention programs are put in place. RTI helps schools to identify students lagging behind and give them special attention. The teacher first has to identify and analyze the problem before coming up with the specific measures of solving it because every student is different. Some students with disabilities have been successful under the RTI program. RTI is not used for students with special needs. However, it aids teachers to pick up learning disabilities of students very early and put them in programs that will aid them to have an easier learning experience. Also, for special needs students, RTI aids the school to determine which services best fit in the Individualized Education Program ( Smith et al., 2015) . 

Some of the benefits of RTI to special needs students include the reduction of workload they are given. The reason for this is to ensure the child is not stressed further with study material given their condition. Secondly, the child gets to continue with their education. By doing so, they can be at per with their normal counterparts. Finally, RTI is individually based ( Mastropieri, & Scruggs, 2017). The assessment is not based on a group sample. Therefore, the child not only gets extra attention, but the attention is tailor-made to suit their needs and specific areas of laxity. In conclusion, Parents with disabled students should be encouraged to have RTI programs support the education of their children. 

References 

Mastropieri, M. A., & Scruggs, T. E. (2017). The inclusive classroom: Strategies for effective differentiated instruction . Pearson. 

Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., & Doughty, T. T. (2015). Teaching students with special needs in inclusive settings . Pearson.