Tier Learning Disabilities

In this response, I will define learning disabilities and general characteristics of individuals with learning disabilities. I will also discuss the eligibility criteria that is required for an individual to receive placement in special education. Finally, I will discuss the impact that tiered systems have had on the category learning disabilities. According to Smith, Polloway, Patton & Dowdy (2012), learning disabilities are defined as “a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written,” which might affect an individual’s ability to “listen, think, speak, read, write, spell, or do mathematical calculation” (p. 154). This category does not include students that display

In this three tiered system, a team is created to help support struggling students within the school. The first tier of instruction, called tier one, involves general education instruction. The teacher utilizes least-instructive strategies of instruction that allow diverse learners to be successful. The strategies that are used at tier one should meet the needs of the majority of the students within the classroom. According to Smith et al (2012), 80-90% of students should benefit from tier one instruction (p. 76). Tier two instruction should provide additional instruction within small groups. The interventions should be determined by student needs. These interventions can be completed by an interventionist or the general education teacher. Progress monitoring is regular to determine student academic growth. Tier three interventions are intensive, research-based interventions. Groups should be small, with one to three students per instructor. Only five to ten percent of students should need tier two interventions, and less than five percent of students should require tier three (Smith et al, 2012, p. 76-77). This process helps struggling students make academic gains. This is extremely beneficial for students that have skill deficits, but not necessarily a disability. If students are not able to make progress after having a variety of response-to-intervention supports at tier one, two and three, districts can look at referral. This helps ensure that only students that require specialized services are referred for special education services. The RTI process has been shown to “reduce unnecessary testing and placement in special education, improve student performance, and improve the attitude of teacher and their skill in handling more challenging students” (Smith et al, 2012, p.