• Ms. Geetika Patkar
• Dr. Mamta Vyas

We discuss the benefits and drawbacks of service delivery models based on student reaction to intervention (RTI) for preventing and remediating academic issues, as well as data sources for identifying students in need of special education services. RTI models' major purpose is to enhance academic and behavioral results for all kids. We examine the evidence for RTI processes like as screening and progress tracking assessments, evidence-based interventions, and school-wide coordination of multi-tiered instruction. We also address RTI's secondary purpose of providing data for the diagnosis of learning disorders (LDs).Incorporating instructional response into identification constitutes a contentious shift away from cognitive performance disparities, which have traditionally been the fundamental basis for LD identification. RTI processes have the ability to combine general and special education and provide new routes for research and public policy on LDs; nevertheless, scale challenges in schools are substantial, and further research on the use of RTI data for identification is required.

Averting and Remediating Academic Complications

"Averting and Remediating Academic Complications", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 8, page no.d640-d652, August-2023, Available :http://www.jetir.org/papers/JETIR2308382.pdf

"Averting and Remediating Academic Complications", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 8, page no. ppd640-d652, August-2023, Available at : http://www.jetir.org/papers/JETIR2308382.pdf