Learning disabilities are neurological disorders that affect different skills. Federal law requires public schools to help disabled students through special education services and individualized programs.
The first step is finding which children need help. Professor Fuchs explains that the traditional way is to test students who are failing. But research shows that failure can lead to depression, and that can make improvement in school very difficult.
So some schools are using response to intervention as a way to identify problems much earlier. The growing interest also results from concerns that some children placed in special education programs do not truly have a learning disability. They may just need extra help with skills like reading or math.
Response to intervention supplies that extra help. R.T.I. provides specially designed instruction for children who have scored low on general tests.
Professor Fuchs says the process usually involves about eight to ten weeks of small group tutoring. The intensive work uses research-based methods of instruction. The students are tested, sometimes as often as every week, to measure progress.
Those who improve after the instructional intervention go back to their normal classroom activities. Those who do not might be declared learning disabled. But Professor Fuchs says most school systems require additional testing to confirm the presence of a disability.
Some teachers and administrators believe response to intervention can reduce the number of students put into special services. Professor Fuchs tells us this has not been proven. But studies have shown that R.T.I. can solve learning problems for some students, especially young children. And, at the same time, it can identify others who need much more help.
- 1 0 年前最佳解答
第一步找到哪個孩子需要幫助。Fuchs 教授解釋, 傳統方式將測試失敗的學生。但研究表示, 失敗可能導致消沉, 並且那可能做改進在學校非常困難。
Fuchs 教授說過程通常介入大約八個到十個星期小小組輔導。密集的工作使用指示基於研究的方法。學生有時一樣經常測試, 像每個星期, 測量進展。
一些老師和管理員相信對干預的反應可能減少學生的數量被投入入特別服務。Fuchs 教授告訴我們這未被證明。但研究表示, R.T.I. 可能解決學習的問題為一些學生, 特別是幼兒。並且, 同時, 它可能辨認其他人需要更多幫助。