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Response to Intervention (RtI) Model: a promising alternative for identifying students with learning disabilities?
1Universidad de La Laguna, Facultad de Psicología, Tenerife, Spain. ejimenez@ull.es
Psicothema
|November 4, 2010
Summary
The discrepancy model for identifying Specific Learning Disabilities (SLD) is being replaced by Response to Intervention (RtI). RtI offers a more effective approach for identifying and supporting students with learning disabilities.
Area of Science:
- Educational Psychology
- Special Education
Background:
- The traditional IQ-achievement discrepancy model for identifying Specific Learning Disabilities (SLD) is increasingly questioned.
- The Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 introduced Response to Intervention (RtI) as an alternative identification method.
Discussion:
- RtI integrates high-quality instruction, universal screening, continuous progress monitoring, and research-based interventions.
- Spain's educational system, particularly regions like the Canary Islands, is beginning to explore RtI for SLD identification, though it remains in early stages.
Key Insights:
- RtI offers a framework for identifying and intervening with students with SLD.
- The implementation of RtI in Spain presents opportunities and challenges for educational practices.
Outlook:
- Further research and development are needed to refine RtI implementation in Spain.
- This approach has the potential to improve identification and intervention for students with learning disabilities.
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