Inclusion Strategies That Work for Adolescent Learners! by Karten Toby J.;

Author:Karten, Toby J.;
Language: eng
Format: epub
ISBN: 1993404
Publisher: Corwin Press
Published: 2009-08-15T00:00:00+00:00

The “crust” of the matter includes assessment of student’s needs, sandwiching in the next two layers.

Lettuce, means let us figure out, identify, and problem solve which interventions will best suit this student’s current needs.

The meaty parts of the RtI sandwich are the implementation of scientific research-based strategies, appropriate instructional approaches, and plans.

Now, there are more assessments—back to the crust of the matter—determining if the interventions have produced acceptable results, and seeing if the interventions were appropriate ones. Otherwise, change concerning intervention methods is warranted. New sandwich meat is required!

RtI does not advocate social promotion, but targets students’ academic needs to ensure that adolescents have the skills and subskills to proceed to the next level of learning, before a snowball effect occurs upon a weak learning foundation. RtI might mean that a student will double up on English courses, receive more intensive one-on-one mathematics instruction, or have additional study skill help across disciplines. RtI can assist adolescents to gain organizational skills, positive self-talk, additional social skills, more metacognition, and many other necessary academic skills.

More factors to consider concerning RtI involve students with cultural backgrounds that are different from the school norm, who are often inappropriately diagnosed as needing special education services when in fact there is no disability present, just disabled instruction that does not match students’ diversity. This can include inappropriate methods of instruction, along with unfair assessments. Coutinho and Oswald (2004) confirm that when high school students are significantly lagging behind their peers, schools often guide these students into special education services, even if they do not actually have a disability. The tiers of RtI offer students a chance to respond to classroom interventions before classifications are assumed as automatically needed, along with their unwarranted labels.

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