The Application Of The Response To Intervention Model

760 words - 4 pages

This article is about “the difficulties of meeting the needs of twice-exceptional (2e) students, including students who are gifted with learning disabilities (LD)” (Yssel, 2014, p. 42). The problem with identifying students like this, is that they either mask their disability with their giftedness or vice versa. This masking effect “may cause both exceptionalities to appear less extreme; a student may fail to meet gifted criteria because the disability affects testing performance, or the student is performing at grade level and thus does not qualify for services under LD. In the past schools throughout the United States used the discrepancy model to identify students with LD” (Yssel, 2014, p. 44). “One major argument against the discrepancy model was that it makes early identification of a learning disability difficult” (Taylor, 2009, p 109). The twice exceptional students’ “needs were not evident until upper elementary or even middle school, at which point their frustration and LD might have permanently affected their motivation and ability to make appropriate progress in the curriculum with the reauthorization of the Individuals With Disabilities Education Act in 2004, some states have since mandated use of the Response to intervention model. RTI replaces the wait-to-fail component of the discrepancy model with early intervention. The RTI model is divided into three tiers, in the first tier there is, observations and a Universal screening (which) identifies students who are academically at risk; during this screening, however, is when teachers and other professionals should consider whether they might be missing students who are gifted with LD.” (Yssel, 2014, p. 44).Ali, Mark and Lacy are three students that have a learning disability, but they also show high performance in certain subjects. “Although they are all functioning at grade level, Ali, Mark, and Lacy might be able to perform at higher levels if their learning challenges are addressed” (Yssel, 2014, p. 43). The test in tier one shows that Ali is at grade level with reading fluency; “however, her vocabulary, divergent thinking, and listening comprehension skills are those of a fifth grader. If Ali's reading fluency matched these strengths, she would excel in all areas and her giftedness would be detected without any difficulties (Yssel, 2014, p. 44). “The RTI screening process flags students who are low achieving so that...

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