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
DOI:
https://doi.org/10.18173/2354-1075.2024-0079aKeywords:
Learning disabilities, Universal Design for Learning (UDL), Response to Intervention (RtI), early identification and early supportAbstract
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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