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What remains uncertain about the intensive interventions in RTI?
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It is still unclear who should deliver these intensive treatments, particularly for chronically unresponsive students.
What concerns exist regarding special educators delivering intensive interventions?
There are questions about who should provide these intensive treatments, especially for students who do not respond to standard interventions.
What are stakeholders still debating about within the RTI framework?
Stakeholders are debating ways to effectively incorporate special educators into RTI tiers and uncertainties in supporting students with significant challenges.
What is the lecturer's personal preference regarding special educators' involvement in RTI?
The lecturer prefers special educators to focus on providing the most intensive instruction, especially for the most instructionally needy students.
Why is there a lack of consensus on special education's role in RTI?
There is a lack of consensus due to varying opinions on whether special education should have minimal or major involvement in the RTI model.
What is the lecturer's stance on special educators providing the most intensive instruction?
The lecturer supports special educators providing the most intensive instruction, especially for the most instructionally needy students.
What are some concerns regarding the responsibility for intensive interventions in RTI?
Questions persist about who should provide intensive treatments, especially for students who do not benefit from standard interventions.
Why is there uncertainty about the nature of the most intensive instruction in RTI?
While strategies for Tier 1 and Tier 2 are clearer, there is uncertainty about what constitutes the most intensive instruction needed for students unresponsive to initial tiers.
How do opinions vary regarding special education's role in RTI?
Opinions range from minimal involvement to major roles across all tiers, reflecting the complexity of the relationship.
What is the lecturer's view on special educators' involvement in RTI for the most challenging cases?
The lecturer believes special educators should primarily focus on the most intensive tier, dealing with the most challenging cases.
What is the general understanding of the most intensive instruction levels in RTI?
While Tier 1 and Tier 2 strategies are understood, there is uncertainty about the most intensive instruction for students not responding to these tiers.
What are some different perspectives on special education's role in RTI?
Perspectives include minimal involvement, predominant role, integration across all tiers, and focus on the most intensive tier.
In which tier does the lecturer believe special educators should primarily operate?
The lecturer believes special educators should primarily operate in the most intensive tier, focusing on the most challenging cases.
What is one perspective on special educators' involvement across RTI tiers?
One perspective suggests that special educators should be involved at every tier, contributing across all levels of intervention.
What is the overall consensus on the role of special education in the RTI framework?
There is no clear consensus, with ongoing debates on the best approach to integrating special educators into RTI tiers.
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