Universal Design for Learning - UDL and Response to Intervention Model - RTI for students with dyslexia
| dc.contributor.author | Shashviashvili, Maya | |
| dc.contributor.author | Doctor of Educational Sciences, Teacher, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University | |
| dc.contributor.author | Melikishvili, Manana | |
| dc.contributor.author | Doctor of Psychology, Associate Professor, Faculty of Psychology and Educational Sciences, Ivane Javakhishvili Tbilisi State University | |
| dc.date.accessioned | 2024-09-16T12:05:06Z | |
| dc.date.available | 2024-09-16T12:05:06Z | |
| dc.date.issued | 2024-06-27 | |
| dc.description | Inclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024 Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State University | |
| dc.description.abstract | Dyslexia can significantly determine the academic development of a student and, subsequently, the quality of their life. It is essential in the education system to implement an educational framework- Universal Design for Learning (UDL) and Response to Intervention (RTI) program in school. A student with dyslexia should receive targeted, individual support in the classroom, small groups, individually. The study aims to research an effective educational environment for students with dyslexia to solve their learning difficulties. The analysis of secondary information allowed us to get acquainted with the experience of international organizations and studies on educational frameworks. The main results of our study is that integration of UDL and RTI models is the most effective way to create an inclusive and responsive learning environment for students with dyslexia. This integration promotes accessibility, engagement, collaboration, and data-driven decision-making, leads to better academic outcomes and increases students chances of success; it also promotes collaboration of educators, specialists and parents, ensuring a comprehensive approach to solving reading difficulties. Three levels of RTI - high-quality instruction and support for all students; additional interventions and support; intensive interventions and comprehensive assessment – can improve learning outcomes for students with dyslexia or other disabilities (T. N. Odegard., J. Cooper., M. Hirschmann., E. Alexander, 2017).Three main principles of UDL provide conditions for students with dyslexia to demonstrate their abilities without the limitations caused by their reading and writing difficulties (G. Rappolt-Schlichtmann, 2018). For the teaching students with dyslexia it is important to integrate the three principles of UDL into all three levels of RTI. Several studies confirm that the integration of both models is the best way to support students with dyslexia (J.D.Basham, 2010). Implementing UDL and RTI models in the educational system can be challenging. It requires a deep understanding of the models, creating an inclusive learning environment, and ongoing support for teachers. Also, it often requires technological tools, training materials, and specialized personnel. Accepting these challenges is crucial for teachers and education policymakers to support students with dyslexia. | |
| dc.identifier.uri | https://dspace.tsu.ge/handle/123456789/2525 | |
| dc.language.iso | en | |
| dc.publisher | Batumi Shota Rustaveli State University | |
| dc.title | Universal Design for Learning - UDL and Response to Intervention Model - RTI for students with dyslexia | |
| dc.type | Presentation |