الاستجابة للتدخل كنموذج لعلاج صعوبات التعلم

Abstract EN

Learning disabilities are one of the most important problems that face students and affect their academic and behavioral level.

They appear as difficulties in reading, writing, listening, calculating, speaking or thinking.

Although students with learning disabilities have average or high IQ, there is a disparity between their abilities and academic level.

This has led to a great debate about the use of the discrepancy between intelligence and achievement in identifying and diagnosing specific learning disabilities.

Studies and research have sought to use the Response to Intervention model as an alternative model to identify and diagnose specific learning disabilities, solving the problem of discrepancy between intelligence and achievement, and wait to fail.

Response to intervention model bases on early intervention, identifying and diagnosing specific learning disabilities, identifying students at risk of learning difficulties, providing intensive interventions through a multi-tiered intervention system to evaluate students' academic and behavioral needs, and monitoring and following up students' progress to achieve maximum achievement with positive behavioral support to adapt and integrate with others; thus reducing the number of referrals for special education