EDUC 422 Study Guide - Midterm Guide: Tracheotomy, Dsm-5, Dyslexia
4 Jun 2018
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Week 2: Classification and Identification of Learning Disabilities - Group 8
Post your summary response of RTI to this discussion thread by Week 2 Sunday 11.55 pm.
Response to Intervention (RTI) can be used in classrooms as a means of teaching all students as
well as identifying children with learning disabilities. RTI is a multi- tiered approach which
allows it to aid struggling students at multiple levels. The first tier acts as the lesson plan, in that
all children in the classroom are taught the subject at this tier. Those who are able to understand
the material and are successful with the tier 1 learning will continue that path, the group of
students who require more help will be moved on to tier 2. The second tier adds on to the lessons
taught in the first tier, meaning if the first tier had the class do two reading activities and 20
minutes of practice reading, the second tier would have completed all that in addition to extra
support and actives to further their learning. Students who are still struggling after tier 2 are then
given tier 3 support in which they have individual support and additional learning strategies.
Students are monitored at each of the RTI tiers/ stages to determine the need for further
intervention. RTI is, therefore, able to record every student’s achievement in comparison to the
data of their peers as well as use it for individual assessment. RTI can be used to aid students
learning in customizable ways and is able to “enhanced service delivery and academic and
behaviour outcomes for children” (Fletcher et al. 2013).
Response to Intervention (RTI) is a multi-tiered design to assess children who are showing
learning or behavioural concerns in intervention academia (RTI Action Network, 2017). This
model is contingent to four components: high-quality, scientifically based classroom instruction,
ongoing student assessment, tiered instruction and parent involvement (RTI Action Network,
2017).
The Hybrid Model lends itself to an alternative model when diagnosing a child with learning
disability. It is based on three criteria: First is that the student demonstrates low achievement.
The second is when the student is not responding to effective, research-based interventions.
Thirdly, exclusionary factors such as intellectual disabilities, sensory deficits, serious emotional
disturbance, linguistically diverse backgrounds, and lack of opportunity to learn should be
considered (Fletcher, Stuebing, Morris, & Lyon, 2013). If all three criteria come back
conclusive, it identifies the child to have a learning disability.
All research suggests that RTI should be used with research based interventions in special
education however, it should not be the only solitary tool to use to diagnose a student with
learning disabilities. The RTI when implemented correctly is designed to improve academic as
well as behavioural outcomes for all students. RTI needs to be able to collaboratively include the
hybrid model for identification of learning disabilities in combination with the intervention for
students to experience the most success. Over the years, RTI has been pieced together and one
model may look different in various schools. Educators need to remember when implementing
the RTO model to continuously evolve it as more research becomes available to give our
students the best positive outcome.
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The Response to Intervention (RTI) Model of identifying learning disabilities revolves around
instruction, instead of finding a deficit in achievement. RTI starts by all students receiving
quality instruction from a teacher (Fletcher, Stuebing, Morris & Lyon, 2013). Then, students who
are struggling get the instruction again, possibly with more support, either from the same teacher
or another educator (Fletcher et al.,2013). If students are still struggling, they move on to the
third tier to attain more support from special education instructors. This support could lead to a
student understanding the material, or a diagnosis of a learning disability. A student may move
through many tiers before they have the support they need to succeed, but the student is always
monitored for success. Students who do not require extra support through the tier system are also
continually monitored for success, in order to catch any chance of falling behind (Fletcher et al.,
2013). The key to the RTI model is to make sure that action is taken, and that students who are
struggling continue to move through the tiers until they are able to succeed. Quality instruction is
also vital to RTI, as students who do not receive quality instruction cannot be expected to learn
the material in a way that will allow them to be successful (Orosco & Klingner, 2010).
Assignment 3 Part 1: Learning Disabilities in Canadian Context (Group Discussion)
Discuss with your group your findings from your readings and from your search to find
additional information. This discussion is mandatory (3 points).
The discussion this week is to insure that any misconceptions about the terms used, or about the
interpretation of your findings are clarified prior to the submission of your final assignment.
“The Ministry of Education defines learning disability as one of a number of
neurodevelopmental disorders that persistently and significantly has an impact on the ability to
learn and use academic and other skills” (Ontario Ministry of Education, 2014)
In identifying a LD the Ontario Ministry of Education (2014) uses early and ongoing screening,
assessments, and treatment.
Basic level funding is given to school boards based on each student. This is known as
Foundation Grant, additional funding provided through special purpose grants. Funding is
broken down and the ministry allocates a certain amount of funding to each school board. The
amount is determined using a formula that is based on student enrollment and the unique needs
of students in each board. Furthermore, there is funding for students with special needs and
learning disabilities. The Special Education Grant (SEG), which gives extra funding for students
who need special programs, services and equipment.
Ontario Ministry of Education (2009) states that it is important to have an understanding of
equity and inclusive education strategy for all Ontario schools. They have implemented this
strategy and that is why “Ontario’s education system the most inclusive in the world” (Ontario
Ministry of Education, 2009). The Ontario ministry of education has invested a grand amount of
find more resources at oneclass.com
find more resources at oneclass.com
time and funding into the public education system. They strongly believe in diversity and equity.
Ontario Ministry of Education (2009) define the term “inclusive education: as education that is
based on the principles of acceptance and inclusion of all students. Students see themselves
reflected in their curriculum, their physical surroundings, and the broader environment, in which
diversity is honoured and all individuals are respected.”
To be the “best education system in the world” they adopted the fundamentals of
1. 1. High levels of student achievement
2. 2. Reduced gaps in student achievement
3. 3. Increased public confidence in publicly funded education
Guiding principles of the equity and inclusive education strategy
Equity and Inclusive education: is a foundation of excellence;• meets individual needs;•
identifies and eliminates barriers;• promotes a sense of belonging;• involves the broad
community;• builds on and enhances previous and existing initiatives; • is demonstrated
throughout the system -Ontario Ministry of Education (2009).
References:
Ontario Ministry of Education. (2014, August 26). Identification of and program planning for
students with learning disabilities (Links to an external site.)Links to an external site..
Memorandum No. 8. Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf
Sirisko, L. (2016, March 24). Special Education Grant Funding in 2016-17 (Links to an external
site.)Links to an external site.. Memorandum to: Directors of education. Retrieved from
http://www.edu.gov.on.ca/eng/funding/1617/2016sb07_en.pdf (please describe new funding
model)
Ontario Ministry of Education. (n.d.). Funding for special education (Links to an external
site.)Links to an external site.. Teachers. Retrieved from
http://www.edu.gov.on.ca/eng/general/elemsec/speced/funding.html (follow embedded links on
this page to learn more about transition to a new funding model in Ontario).
Ontario Ministry of Education. (2009). Ontario’s equity and inclusive education strategy (Links
to an external site.)Links to an external site.. Retrieved from
http://www.edu.gov.on.ca/eng/policyfunding/equity.pdf
Alberta prides itself on creating an inclusive classroom for every student. I think it lends itself to
the low achievement model because they identification of students require a diagnosis and
supporting assessments and a renewal every three years (Alberta Education, 2017). Their
identification process in schools starts with a concern from a teacher who then sets up a support
team meeting. The school personnel finds the most beneficial ways to help the student and they
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Week 2: classification and identification of learning disabilities - group 8. Post your summary response of rti to this discussion thread by week 2 sunday 11. 55 pm. Response to intervention (rti) can be used in classrooms as a means of teaching all students as well as identifying children with learning disabilities. Rti is a multi- tiered approach which allows it to aid struggling students at multiple levels. The first tier acts as the lesson plan, in that all children in the classroom are taught the subject at this tier. Those who are able to understand the material and are successful with the tier 1 learning will continue that path, the group of students who require more help will be moved on to tier 2. Students who are still struggling after tier 2 are then given tier 3 support in which they have individual support and additional learning strategies.
