What does the term "response to intervention" mean in the context of special education?

What does the term "response to intervention" mean in the context of special education?

• A. An approach aimed at assessing student needs through various strategies
• B. A method of segregating students based on performance
• C. A strategy for eliminating special education programs
• D. A concept of delaying assistance until a student fails

Answer: (A)

The term "response to intervention" (RTI) refers to a systematic approach used in special education to assess and identify student needs through varied strategies. RTI employs a tiered framework in which instruction is provided at increasing levels of intensity and support based on student performance. Educators monitor student progress closely, utilizing data-driven decision-making to tailor interventions aimed at meeting individual learning needs. This approach is proactive, focusing on early identification and support for students who may be struggling academically before they fall significantly behind. The use of multiple strategies ensures that educators can adapt their teaching methods and interventions based on how the student responds, which is central to the RTI process. By analyzing the effectiveness of various strategies, educators are able to make informed decisions about the best course of action for each student. The other options do not accurately represent the purpose and function of RTI. For instance, segregating students based on performance goes against the inclusive principles of RTI, and eliminating special education programs contradicts the aim of providing support for struggling learners. Delaying assistance until a student fails also does not align with the core intent of RTI, which is to provide timely interventions rather than waiting for failure to occur.

The term "response to intervention" (RTI) refers to a systematic approach used in special education to assess and identify student needs through varied strategies. RTI employs a tiered framework in which instruction is provided at increasing levels of intensity and support based on student performance. Educators monitor student progress closely, utilizing data-driven decision-making to tailor interventions aimed at meeting individual learning needs.

This approach is proactive, focusing on early identification and support for students who may be struggling academically before they fall significantly behind. The use of multiple strategies ensures that educators can adapt their teaching methods and interventions based on how the student responds, which is central to the RTI process. By analyzing the effectiveness of various strategies, educators are able to make informed decisions about the best course of action for each student.

The other options do not accurately represent the purpose and function of RTI. For instance, segregating students based on performance goes against the inclusive principles of RTI, and eliminating special education programs contradicts the aim of providing support for struggling learners. Delaying assistance until a student fails also does not align with the core intent of RTI, which is to provide timely interventions rather than waiting for failure to occur.