RTI AND THE NEEDS OF MANUEL 6
RTIand the needs of Manuel
RTIand the needs of Manuel
Responseto intervention (RTI) refers to multi-tier strategies used toidentify and offer support to students through learning andbehaviors. In most cases, the RTI process starts with high-qualityinterventions as well as screening in a specified educationalclassroom and then the struggling students get continuousinstructions(Duhon & Witt, 2014).The report, therefore, focuses on social and cultural influences tojustify the needs of Manuel for personal intervention strategies.
Thejustifications for the needs of Manuel for individualized strategies
Manuelrequires an individual instruction approach because he has becomeinactive in the classroom making him perform poorly in language artskills. The justifying factors for conducting response strategies onManuel are that he has a problem with the socials and culturalbackground. Precisely, Manuel gets embarrassed because of being aslow reader compared to the majority of classmates and also feelsthat language related class work does not add value to his intendedengineering career goal. Furthermore, he always prefers befriendingstudents outside his class, for example, those in the school roboticteam and individuals interested in computer games indicating his lackof social esteem in the class. Another justification is that Manuelhas excellent writing skills, but he rarely completes his assignment.That shows a culture requiring individualized instruction strategiesto make him avoid losing points. Moreover, Manuel appreciates thosewho complement his bilingual ability, but he is worried that fellowstudents will tease him for pulling out of class because the childstudy team labels him as dumb(Moores, 2012).
Fourinterventions accounting for Manuel`s social and cultural experience
Asa member of the Child Study Team, I had to critically analyze theinstructions’ strategies necessary for Manuel while also looking athis interests, and social influences that are threating hiseducational performance. I, therefore, consulted Mr. Franklin on theway I could involve the students in various strategies. The fourapproaches are shortened assignment, computer word processing,positive reinforcements and intervention programs (Duhon& Witt, 2014).
Manuelis fond of writing short answers to every job that the teachers giveto class work and such culture made him lose a lot of points. Theargument of Manuel is that his intended career goal is engineeringwhich does not require comprehensive language skills. The shortenedassignment is, therefore, a good intervention that can account forManuel’s culture of not giving detailed answers to class works.Particularly, the approach of reducing assignment lengths andbreaking the class work in small parts has the potential ofmotivating the students to be active in the classroom (Björn& Fuchs, 2016).
Manuelalways prefers befriending students outside his class, for example,those in the school robotic team and individuals interested incomputer games indicating his lack of social esteem in the class. Asan intervention strategy, computer word processing will be vital inimproving Manuel’s cultural and linguistic experience because helike the computer games and it will also be a platform to communicatewith other friends.
Itis worth noting that Manuel does not want to get referred to as dumband pull out of class because he fears that his classmates will teasehim. Furthermore, the medical examinations concerning both eye andear defects of Manuel proved that he had no clinical abnormalities. Iwill thus use positive reinforcements such as appreciation of hisstrengths such as writing skills, the knowledge on BMX bikes andonline computer games. Such approach is vital in boosting theself-esteem of the student thus making him interact with theclassmates and improve both his linguistic arts and the classperformance. Furthermore, I will ask the student to translatedifferent information to new students especially the one fromGuatemala because he is bilingual(Björn & Fuchs, 2016).
Irealized that Manuel has numerous friends in the school robotic teamtherefore, I will use the group as a platform for improving thelanguage art of the student. The approach will act as an incentiveprogram which gives the student a chance to interact with friends andalso use robots to teach vital language aspects that Manuel hasobvious weaknesses.
RTIdesign is fundamental in helping instructors to make decisions onboth general and special education. They can also develop anintegrated system of intervention and instruction as guided by theresults of children’s data. The justifying factors for conductingtraining strategies on Manuel are that he has a problem with thesocials and cultural background. Precisely, Manuel gets embarrassedbecause he is a slow reader compared to the majority of classmatesand he also feels that language related class work does not add valueto his intended engineering career goal. Consequently, fourinterventions regarding the social and cultural backgrounds of Manuelinclude shortened assignments, computer word processing, positivereinforcements and incentive programs. I, therefore, recommend thatManuel should remain in the current school for ethical and legalreasons that prohibit a forceful transfer of students andpsychological trauma due to embarrassment.
Björn,M. & Fuchs, H. (2016). The many faces of special education withinRTI frameworks in the United States and Finland. LearningDisability Quarterly, 39(1),58-66.
Duhon,G. & Witt, C. (2014). Effects of public feedback during RTI teammeetings on teacher implementation integrity and student academicperformance. Journalof School Psychology, 47(1),19-37.
Moores,D. F. (2012). Improving academic achievement: Can aresponse-to-intervention (RTI) model help?. AmericanAnnals of the Deaf, 153(4),347-348.