Teacher perspectives for response to intervention

Response-to-Instruction and Universal Design for Learning:

Teacher perspectives for response to intervention

Keen observation, perception, and insight Love of learning Questioning established rules, beliefs, traditions, and authority Strong absorption in their interests Problems associated with the strengths of gifted children include: Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity.

Rejects or omits details; resists practice or drill; questions teaching procedure. Acquires and retains information quickly. Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex.

Can see cause--effect relations. Difficulty accepting the illogical-such as feelings, traditions, or matters to be taken on faith. Creative and inventive; likes new ways of doing things. May disrupt plans or reject what is already known; seen by others as different and out of step.

Diverse interests and abilities; versatility. May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence.

Teacher perspectives for response to intervention

Enjoys organizing things and people into structure and order; seeks to systematize. Constructs complicated rules or systems; may be seen as bossy, rude, or domineering. High energy, alertness, eagerness; periods of intense efforts.

Frustration with inactivity; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive. Independent; prefers individualized work; reliant on self. May reject parent or peer input; non-conformity; may be unconventional.

Inquisitive attitude, intellectual curiosity; intrinsic motivation; searching for significance. Asks embarrassing questions; strong-willed; resists direction; seems excessive in interests; expects same of others.

Intense concentration; long attention span in areas of interest; goal-directed behavior; persistence. Resists interruption; neglects duties or people during period of focused interests; stubbornness. Keen observer; willing to consider the unusual; open to new experiences.

Overly intense focus; occasional gullibility. Large vocabulary and facile verbal proficiency; broad information in advanced areas. May use words to escape or avoid situations; becomes bored with school and age-peers; seen by others as a "know it all.

Love of truth, equity, and fair play. Difficulty in being practical; worry about humanitarian concerns.

Response To Intervention Explained | Special Education Guide

Sensitivity, empathy for others; desire to be accepted by others. Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated.

Strong sense of humor.


Sees absurdities of situations; humor may not be understood by peers; may become "class clown" to gain attention. Thinks critically; has high expectancies; is self-critical and evaluates others.

Critical or intolerant toward others; may become discouraged or depressed; perfectionist. Lack of understanding by moms and dads, teachers, and clinicians — combined with the lack of appropriately differentiated education —all lead to interpersonal conflicts, which are then mislabeled, and thus prompt the misdiagnoses.

Gifted and talented kids often must overcome many challenges to reach their potential. They frequently need help interacting in the mainstream world, finding supportive environments, and channeling their skills.

When gifted kids are misdiagnosed and wrongly stigmatized, they cannot get the type of support they need. Families, teachers, and health professionals need to be better educated about the social and emotional needs of gifted kids. I have a 16 year old son who has Asperger Syndrome.

He has also tested in the 99th percentile for intelligence. He learns easily and fast in most subjects. But, as is common with Aspies, he has very little common sense.The effort to understand Response to Intervention (RTI) has occupied many thousands of hours and hundreds of position and policy statements, white papers, consensus documents, and research articles.

Response to intervention (RTI) is a process used by educators to help students who are struggling with a skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to help them succeed in the classroom—it’s not just for children with special needs or a learning disability.

When Leadership Matters: Perspectives From a Teacher Team Implementing Response to Intervention. Michele M. Meyer, EdD and Linda S.

Behar-Horenstein, PhD Abstract. Previous research investigating the effectiveness of response to intervention (RTI) has relied on post hoc data analyses and surveys, although few studies have .

Response to intervention - Wikipedia

From 2nd through 8th grade, there is a fairly reliable formula I use -- multiply the student's age by 12 to get a target CWPM (Correct Words Per Minute) -- so a 10 year old, should be reading about words per minute (give or take 10%).

The educators provided perspectives of how the quality and frequency of the implementation impact the fidelity of Tier 2 interventions. A total of 15 teachers from Grades 3, 4, and 5, the RTI Coordinator, and administrators at the target campus who each met the criteria of more than 2 years of experience working with the RTI process, .

Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom?

By: Nicole Strangeman, Chuck Hitchcock, Tracey Hall, and Grace Meo, et al.

"Response to Intervention Teachers' Perspective of Tier 2 Intervention " by Doretha Meissner