In education, response to intervention (commonly abbreviated RTI or RtI) is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty.
In terms of identifying learning disabilities, the RTI method was developed as an alternative to the ability–achievement "discrepancy model," which requires children to exhibit a discrepancy between their ability (often measured by IQ testing) and academic achievement (as measured by their grades and standardized testing). Proponents of RTI claim that the process brings more clarity to the Specific Learning Disability (SLD) category of the Individuals with Disabilities Education Improvement Act (IDEA 2004), while opponents claim that RTI simply identifies low achieving students rather than students with learning disabilities.
Read more about Response To Intervention: Description
Famous quotes containing the words response to, response and/or intervention:
“The truth is that literature, particularly fiction, is not the pure medium we sometimes assume it to be. Response to it is affected by things other than its own intrinsic quality; by a curiosity or lack of it about the people it deals with, their outlook, their way of life.”
—Vance Palmer (1885–1959)
“Parents’ accepting attitudes can help children learn to be open and tolerant. Parents can explain unfamiliar behavior or physical handicaps and show children that the appropriate response to differences should be interest rather than revulsion.”
—Dian G. Smith (20th century)
“I was curious, I was avid to know only what I found more real than myself, that which allowed me to glimpse the thoughts of a great genius, or the force or grace of nature left to its own devices, without the intervention of man.”
—Marcel Proust (1871–1922)