Response to Intervention (RTI)
gives educators a framework to not wait until students fall far enough behind to qualify for special education to provide them with help they need. RTI is the best model of current times that gives every student the additional time and support needed to learn at high levels. (1) Because RtI requires the use of highly effective scientifically researched interventions; education can now function as a scientifically, proven effective, profession.
Other rationale for RtI includes (2):
- IDEA 2004 calls for early identification and intervention.
- Students usually receive assistance and support much earlier when an RtI model is implemented.
- Students might experience unnecessary academic failure when interventions are not provided.
- Students’ needs might be met in general education if appropriate interventions are provided.
- Early identification and intervention help in preventing student difficulties as opposed to reacting to student problems.
- Students who are struggling do not always qualify for special education services.
- Interventions employed in the general education setting might prevent unnecessary referrals or reduce the number of referrals to special education.
- Early identification and prevention programs may result in a decreased number of students who are identified with specific learning disabilities.
(1) Buffum, Austin, Mike Mattos and Chris Weber. The Why Behind RtI. Educational Leadership. October 2010. p. 10-11.
(2) Lujan, Michael L. M.Ed.., Sandra Love, Ed.D., Beverly Collins, M.Ed., Response to Intervention: Implementation Guide, MentoringMinds.com, 2008. p. 7.