Universal Design for Learning - UDL and Response to Intervention Model - RTI for students with dyslexia
Loading...
Date
2024-06-27
Journal Title
Journal ISSN
Volume Title
Publisher
Batumi Shota Rustaveli State University
Abstract
Dyslexia is a massive challenge for students and not only for them. It can significantly determine the academic development of a student and, subsequently, the quality of their life as an individual and a citizen. This, in turn, represents a more global, national problem. 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, and individually.
Dyslexia is a large-scale problem in developed countries. We can assume that we have the same situation in our country. According to the 'Dyslexia-Reading-Well, 'approximately 15% of the world's population is dyslexic. According to the British Dyslexia Association (BDA), dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading, spelling, and language-related skills. Dyslexia's characteristic features are difficulties with phonological awareness, memory, and processing speed. However, it also affects these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and acquiring literacy skills.
The study aims to research an effective educational environment and learning process for students with dyslexia to solve their learning difficulties. The processing of secondary information around this issue allowed me to familiarize myself with the experiences of international organizations and studies on educational frameworks. I did a literature review and analysis as part of the desk research. As the main results of the research, it should be said that integrating the Universal Design for Learning (UDL) and the Response to Intervention (RTI) model is the most effective way to create an inclusive and responsive learning environment for students with dyslexia...Universal Design for Learning (UDL) and Response to Intervention (RTI) are two educational systems that can support students with dyslexia and others. By integrating UDL and RTI, teachers can create more inclusive and flexible learning environments for students with diverse needs, including students with dyslexia. This integration promotes accessibility, personalization, targeted interventions, engagement, collaboration, and data-driven decision-making, ultimately leading to better academic outcomes and increasing a student's chances of success. Also, both UDL and RTI promote collaboration among educators, specialists, and parents in supporting dyslexic students. This collective effort ensures a comprehensive and holistic approach to addressing reading difficulties. (Meyer, A., Rose, D. H., & Gordon, D. (2014).
Response to Intervention (RTI) is an educational system that can be used to support not only students with dyslexia but also others. All three levels of the response to intervention process - high-quality instruction and support for all students, additional interventions and support in small groups or individual and intensive interventions, and individual, specialized instruction, training, and comprehensive assessment for dyslexia or other disabilities - improve student learning outcomes.
On the other hand, the three main principles of Universal Design (UDL) - diverse means of information delivery, expression, and engagement 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 students with dyslexia, it is precious to integrate the three principles of universal design into all three levels of the response-to-intervention model. Several studies have explored this issue, confirming that the joint implementation of both models holds excellent potential for seamless support for students with dyslexia. (J.D.Basham. 2010), (N.Strangman 2006).
It's important to acknowledge that introducing the Universal Design for Learning (UDL) and Response to Intervention (RTI) models into the education system may be challenging. These include the need for a deep understanding of the models, a commitment to creating an inclusive learning environment, and ongoing support for teachers. Implementing UDL and RTI often requires technological tools, training materials, and specialized personnel, posing challenges.
In conclusion, accepting these challenges is crucial for teachers and education policymakers to support students with dyslexia.
Description
Inclusive Education in Georgia – Achievements, Challenges and Perspectives - 2024
Joint Conference of Ivane Javakhishvili Tbilisi State University and Batumi Shota Rustaveli State University