PBIS and RTI in the Pre-Referral Process for Special Education Essay

PBIS and RTI in the Pre-Referral Process for Special Education - Essay Example These models have been credited for their ability to come up with the best solutions regarding the best programs and modes of instructions to subject the exceptional learners. In relation to the policies of the government on an inclusive curriculum, learners of special needs also need to be incorporated in the educational system. The models of PBIS and RTI have been indicated to ensure that learners are not discriminated on the basis of their affiliations and exceptionality. All learners, according to the ‘No child left Behind Act’ must go through an educational system that caters for their needs. The RTI model is an approach that focuses on learner differences in a learning situation. According to Burns, et al (2007), the RTI model is a model that is driven by the standards of learning, as well as, the responses portrayed by learners under instructions. This is an interpretation of the fact that, the RTI model is much more concerned with the progress of learners under s pecific instructions- responses to instructions. Additionally, the RTI model offers support and intervention to learners of varying needs in a classroom setting. RTI interventions are provided by specialized persons and depend on the needs of the particular learners. Burns, et al (2007) argue that, RTI model applies concepts of problem solving skills, so as to deal with learner needs. In the case of the learners with special needs, the instructors apply the concepts of problem-solving skills, in an endeavor to come up with the best learning strategies to fit such learners. They continue to argue that, RTI model allows for an integration of all systems that are of benefit to the learners, in terms of implementation of policies put in place to fit all learners. In relation to the pre-referral process for Special Education and the Response to Intervention Framework model (RTI), this model is useful in assessing the capacity of learners and their achievements in the learning situation. This interprets that the RTI model is an assessment model that assesses the success of learning methods and instructions in the learning environment, in context of the special learners. Burns, et al (2007) indicate that learners who have successfully managed to go through this process are in a high probability to fit in the learning setting. Additionally, special learners who are able to respond to the RTI model are more likely to display higher levels of success unlike learners who do not respond to the basics of the RTI model. PBIS ensures that all students access quality education by ensuring that all learners have access to the best learning practices and interventions. Mitchell (2007) argues that PBIS is a framework that is responsible for the best form of curriculum and selection of practices that are guided towards behavioral practices that ensure academic and behavioral outcomes are achieved by all learners in the classroom setting. Mitchell (2007) continues to argue that PB IS works towards coming up with basics for proper decision making and fashioning attributes that can be assessed through the basics as well as establish systems that work towards implementation of these systems. Analysts and researchers argue that it is vital to note that PBIS is not a form of curriculum, but a system that is set towards enhancing access and implementation of