RTI
is a process that helps bridge the gap between general and special education in
a way that promotes learning. At the heart of RTI is a process that seeks
to first test the effectiveness of curricula and then provide supports aimed at
scaffolding the learning of students who experience challenge. RTI is
preventative, rather than reactive, in nature and through the process looks to
mitigate issues that could, and often do, affect student learning. RTI is
positive education as it first certifies the curricula as appropriate and
secondly identifies students who need extra support as well as those with
disabilities whom curricula is leaving behind. The earlier we can
address situations that affect student learning as a whole, as well as
individually, the stronger our responses will be as interventions are
implemented that are designed to change outcomes which are undesired into those
that are desired.
Our
first goal as educators is for our students to become successful
learners. In order to do this we must implement processes into our
educative environments that ensure the fidelity of curricula while guaranteeing
those who are experiencing problems are supported in a way that is best for
them as an individual. Too often the gap between general and special
education is treated as an un-crossable chasm, which is too wide to
bridge. The true beauty of RTI is embedded in its ability to span that
gap. It is only through synergistic energies that are created through
collaboration, and use of strategies, that the strengths of the student will be
supported while challenges mitigated. RTI is as an opportunity for
student success as student challenges are identified and strategic
interventions implemented that are squarely focused at facilitating not only
whole class, but also individual student learning.
Much
like UDL, response to intervention (RTI) is an inclusive strategy that when
appropriately implemented seeks to, at its heart, open up the learning process
to all learners. RTI promotes learning as something that should be available to
all and seeks to use current, while creating new, strategies aimed at
supporting not only all in the gen ed environment but also those individuals
who need additional support, both in and out of the general ed setting.
What is good for the one can be good for all but what is good
for all is not necessarily good for the one.
