For my clinical component this semester, I volunteer every Saturday with NWSRA (that is, the NorthWest Special Recreation Association, http://www.nwsra.org) at a program called Saturday Clubhouse, which is run by the incomparable Ms. Katrina Place. She has worked for NWSRA for 8 years as a program specialist/camp coordinator. She has a bachelor's degree in science of recreation therapy, and has worked with a variety of adults and children with various disabilities: physical, developmental and cognitive. Although Rtl is not used specifically, various other methods are employed to observe and assess our participants. Here's a little of her insight into RtI:
Do
you think RtI could be applied to students who didn't need academic
support?
Yes, I
believe it could be applied to students who need behavioral and social skills
support. The process of Rtl is set up to assist a student in many
different ways, not just academically.
What is your
opinion of RtI in comparison to other or previous methods/models of
assessing students and providing support?
I believe this is a good model for schools, as it steps in
before the child/student has fallen behind or missed out. It gives the
school the opportunity to meet the student at their level and provide
the needs, tools and assistance to succeed with the rest
of the class
Do you have any
ideas for how this model could be improved?
I don't have any improvements on Rtl, I would just suggest it be used in other ways and not only for learning disabilities.
How do you think RtI could be applied to gifted students?
I believe it would apply in the same manner: Rtl finds the
areas the child needs extra support or assistance with. It also brings
together the whole team, teachers, parents and the students together
working towards one goal, student success.
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