The Identification of Students with Specific Learning Disability (SLD) in Subtype of Math Skill Through Response to Intervention Model
- DOI
- 10.2991/assehr.k.200129.169How to use a DOI?
- Keywords
- specific learning disabilities, RtI model, math intervention
- Abstract
Until this time not many schools in Indonesia having a standardize model in terms of identification, assessment and comprehensive way to serve children especially students with specific learning disability (SLD) at elementary level. The purpose of this research is to identify the students with SLD especially students with math disabilities through response to intervention (RtI) model. The research was conduct in one of elementary school in West Java Province with 74 student with elementary level grade 1 -3. The method of used is quasi-experimental with non-equivalent control group. Using multi-level intervention program on RtI model was found several students as at-risk students after following six weeks of primary intervention and they were moved onto following secondary intervention. Differentiated of learning instruction such as multiple instructional, heuristic and visual representation strategies are used to accommodate what of students need and maximizing during intervention program on math operations and math word problems. The students who still have not demonstrated progress in nine weeks of secondary intervention are classified as students with SLD in sub-type of math skill such as math operations and math word problems. These students are needed with individualize intervention programs with one-on-one setting to achieved their academic performance as targeted school program.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Riana Bagaskorowati AU - Trisna Mulyeni AU - Hartini Nara PY - 2020 DA - 2020/02/06 TI - The Identification of Students with Specific Learning Disability (SLD) in Subtype of Math Skill Through Response to Intervention Model BT - Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) PB - Atlantis Press SP - 1382 EP - 1388 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200129.169 DO - 10.2991/assehr.k.200129.169 ID - Bagaskorowati2020 ER -