Homework Question on Literature Review on Response to Intervention (RTI)
- It is an essay in which you join an intellectual conversation that is already underway-a give-and-take between what others have said and what you think. It is likely that many others have researched and written about it before you, so a literature review should demonstrate that you are aware of this conversation, that you’ve engaged with it and analyzed it, and that you are ready to join it with your own contribution.
- A literature review should be well constructed, cohesive essay that weaves together an argument or “story” not a series of brief summaries of articles and/or books.
- You should identify themes in the literature, summarize important pieces of scholarship, highlight differences of opinion, and “talk back” to the literature by providing a critique of response to what you’ve read.
- Examining the historical conversation that has led up to your topic, As you doing a literature review on Response to intervention (RTI).
- For example, you might want to include an examination of research on other”early intervention” models that were used prior to the development of RTI.
Homework Answer on Literature Review on Response to Intervention (RTI)
Response to Intervention (RTI) denotes a means of offering early interventions to learners that are in danger of educational and behavioral breakdown in addition to an alternative means of identifying learners with learning disabilities. Normal and special education exist as separate sections of the educational structure (Burns & Senesac, 2005). Stakeholders have articulated interest that special education is the main avenue for learners to gain extra support in schools (Burns & Senesac, 2005).
RTI gives an option to waiting for students to meet the requirements for special education through provision of required interventions once learners demonstrate that they are susceptible. I believe this technique allows learners to gain assistance once it is required with the purpose of tackling the challenges prior to their becoming more stern. RTI functions by the rule that every child can learn. When children are discovered as having challenges in learning, it turns out to be the accountability of the teachers and other stakeholders to determine the aspects leading to this challenge.
A different vital rule of RTI is the necessity to get involved early. Challenges that have existed for different grades are more persistent as compared to challenges that have just shot up. To attain the objective of early intervention, every learner in the classroom ought to be monitored with the intention of determining who is not making suitable development. It is vital when getting involved to examine progress with the intention of seeing which learners are not making expected advancement (McMaster, Fuchs, Fuchs & Compton, 2005).