INTERGRATING UNIVERSAL DESIGN FOR LEARNING (UDL) AND THE RESPONSE TO INTERVENTION (RTI) IN EARLY IDENTIFICATION AND EARLY SUPPORT FOR STUDENTS WITH LEARNING DISABILITIES IN PRIMARY SCHOOLS

Authors

  • Nguyen Thi Cam Huong Faculty of Special Education, Hanoi National University of Education, Hanoi city, Vietnam
  • Nguyen Ha My Faculty of Special Education, Hanoi National University of Education, Hanoi city, Vietnam
  • Tran Thi Bich Ngoc Tên Faculty of Educational Management, Hanoi National University of Education, Hanoi city, Vietnam
  • Nguyen Thi Tham Faculty of Special Education, Hanoi National University of Education, Hanoi city, Vietnam
  • Bui The Hop Faculty of Special Education, Hanoi National University of Education, Hanoi city, Vietnam

DOI:

https://doi.org/10.18173/2354-1075.2024-0079a

Keywords:

Learning disabilities, Universal Design for Learning (UDL), Response to Intervention (RtI), early identification and early support

Abstract

Early identification and early support for students with learning disabilities play an important role in helping them progress in studying and preventing negative consequences in terms of academic achievement and psychological well-being. The Response to Intervention (RtI) model is used as a model that can detect early and provide early support for students with learning disabilities. The implementation of this model in primary schools is largely based on the requirements of the lessons and program. This article analyzes its integration and effectiveness in identifying and providing early support for students with learning disabilities. It is possible to integrate the Universal Design for Learning (UDL) into RtI in differentiating lesson objectives, using objectives as criteria for early detection, and accommodating teaching methods to provide early support for students with learning disabilities.

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References

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Published

2024-12-11

Issue

Section

Educational Science: Social Science

How to Cite

Thi Cam Huong, N. (2024) “INTERGRATING UNIVERSAL DESIGN FOR LEARNING (UDL) AND THE RESPONSE TO INTERVENTION (RTI) IN EARLY IDENTIFICATION AND EARLY SUPPORT FOR STUDENTS WITH LEARNING DISABILITIES IN PRIMARY SCHOOLS”, Journal of Science Educational Science, 69(5A), pp. 43–50. doi:10.18173/2354-1075.2024-0079a.

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