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Differentiating learning through an RTI framework assignment

DIFFERENTIATING LEARNING THROUGH AN RTI FRAMEWORK?:

Students with exceptionalities and all other general education students performing above or below grade level need Differentiated Learning.

Differentiated Learning provides students with different paths to learning and also multiple ways to access content in terms of:

acquiring content;
processing information,
constructing meaning,
making sense of new concepts, and also
developing teaching materials and assessment tools so all students can learn effectively, regardless of differences in ability.

Differentiated Learning is most effective when conducted in small groups and also individual/one-on-one learning.  This is important when considering which Tier of RTI/MTSS/MLSS is most appropriate for your student.

PURPOSE OF THIS ASSIGNMENT:

The purpose of this assignment is to develop and demonstrate proficiency in the following required practice-based competencies:

1.) Demonstrate proficiency in analyzing and also applying Differentiating Learning for students with Specific Learning Disabilities.

Secondly, specific Learning Disabilities (SLDs): The Individuals with Disabilities Act (IDEA) classifies SLDs as its own category of disabilities – sometimes called high incidence disabilities.

High incidence disabilities are characterized by significant delays or impairments in the student’s basic psychological processes needed to understand or use language – spoken or written.

SLD manifests itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations
Also, specific learning disability DOES NOT include learning problems that are primarily the result of: visual, hearing, or motor disabilities; intellectual disability; serious emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiencies.

SLDs include:

Dyslexia—difficulties in reading,
Dysgraphia—difficulties in writing,
Dyscalculia—difficulties in math,
Auditory processing disorder
Developmental aphasia,
Perceptual disabilities,
Minimal brain dysfunction,
Non-verbal learning disabilities,
Executive functioning, and also Memory disorders.

For this assignment, focusing solely on SLDs (Specific Learning Disabilities). Do not address students with attention deficit hyperactivity disorder, autism, intellectual disability, emotional and also behavior disorders, or any other non-Specific Learning Disability.

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