A Way to Help Students Before They Fail

A Way to Help Students Before They Fail
More schools are using a process called response to intervention to see if a child might have a learning disability. Transcript of radio broadcast:
12 March 2008

This is the VOA Special English Education Report.

Now, we continue our series on learning disabilities. We look this week at a process used to identify problems and help children avoid failure in school. This process is called response to intervention, or R.T.I.

Lynn Fuchs is a special education professor at Vanderbilt University in Nashville, Tennessee. She studies R.T.I. and says more and more schools in the United States are using it.

Learning disabilities are neurological disorders that affect different skills. Federal law requires public schools to help disabled students through special education services and individualized programs.

The first step is finding which children need help. Professor Fuchs explains that the traditional way is to test students who are failing. But research shows that failure can lead to depression, and that can make improvement in school very difficult.

So some schools are using response to intervention as a way to identify problems much earlier. The growing interest also results from concerns that some children placed in special education programs do not truly have a learning disability. They may just need extra help with skills like reading or math.

Response to intervention supplies that extra help. R.T.I. provides specially designed instruction for children who have scored low on general tests.

Professor Fuchs says the process usually involves about eight to ten weeks of small group tutoring. The intensive work uses research-based methods of instruction. The students are tested, sometimes as often as every week, to measure progress.

Those who improve after the instructional intervention go back to their normal classroom activities. Those who do not might be declared learning disabled. But Professor Fuchs says most school systems require additional testing to confirm the presence of a disability.

Some teachers and administrators believe response to intervention can reduce the number of students put into special services. Professor Fuchs tells us this has not been proven. But studies have shown that R.T.I. can solve learning problems for some students, especially young children. And, at the same time, it can identify others who need much more help.

And that's the VOA Special English Education Report, written by Nancy Steinbach. Our series on learning disabilities continues next week. The reports are online at voaspecialenglish.com with transcripts, MP3 files and links to additional information. I'm Steve Ember.

----------------------------Google Translate

一种方法，以协助学生面前，他们不
更多的学校正在使用的是过程称为回应干预，看有没有孩子可能有学习障碍。全文电台广播：
2008年3月12日

这是美国之音特别英语教育报告。

现在，我们继续我们的系列学习障碍。我们期待本星期在使用过程中发现问题，并帮助孩子避免失败，在学校。这个过程就是所谓的反应或干预的RTI

林恩德国福斯是一个特殊的教育教授范德比尔特大学在美国田纳西州纳什维尔。她的研究r.t.i.并说，越来越多的学校在美国正在使用它。

学习障碍是神经障碍，影响不同的技能。联邦法律规定，公办学校，以帮助残疾学生通过接受特殊教育服务和个性化节目。

第一步，是寻找孩子们需要帮助。德国福斯教授解释说，传统的方法是，以测试学生，他们的失败。但研究表明，这一失败，可导致抑郁症，并能作出改善，在学校非常困难。

所以有些学校正在使用的回应干预，以此来发现问题，要早得多。日益增长的兴趣，也造成外界关切，有些孩子安置在特别教育计划，并非真的有学习障碍。他们可能只是需要额外的帮助与技巧喜欢阅读或数学。

回应干预用品提供额外的帮助。 r.t.i.提供专门设计的指示，为儿童的人有得分偏低的一般测试。

教授说，德国福斯过程中，一般所涉及的大约8至10周的小团体辅导。集约利用工作，以研究为基础的教学方法。学生们在测试中，有时往往因为每个星期，以衡量进展情况。

那些改进后的教学干预回到自己的正常课堂活动。那些没有可能被宣布为学习障碍。但德国福斯教授说，大多数学校系统需要更多的测试，以确认出席会议的一位残疾。

一些教师和管理人员认为，回应干预，可以减少学生人数，投入的特殊服务。德国福斯教授告诉我们，这种情况并没有得到证实。但研究表明， r.t.i.可以解决学习问题，为一些学生，特别是年幼的儿童。 ，并在同一时间内，它可以识别其他人需要更多的帮助。

这也是该美国之音特别英语教育报告书，写的南希steinbach 。我们的一系列关于学习障碍仍然是在下周。该报告是在网上voaspecialenglish.com与誊本， MP3文件，并链接到更多的资料。我史蒂夫Ember公司。