The article provides information that although there is an active and successful struggle against social and ethnic injustice in the modern world, there is still a problem in the education system. Bilingual children do not receive the amount of knowledge that children belonging to the same linguistic group receive. Golloher et al. (2018) argue that bilinguals fall behind in education than ordinary ones. For children with SLD, there are several educational programs that allow them to develop as successfully as normal children.
The article also describes the RTI/MTSS program, which through its multi-level structure, allows teachers to conduct general classes for ordinary children, bilinguals, and children with disabilities. This program implies three different levels of training. The model is based on the constant collection and analysis of information that allows to find out the needs of the students. The program’s first tier will enable researchers to understand what level of academic performance the students are at and whether additional measures are needed to move to the next level. The second and third tiers are characterized by the content of the actual data necessary for training. If the needs of students at these levels are incorrectly determined, there will be no progress in learning in the future.
For students of the first level, it is essential to build training so that a particular framework is created that will allow making lessons so that learning is effective. At the second and third levels, an important aspect is the phonological structure of classes and the ability to read fluently. It is enough for the most hardworking students to pass the first two levels, but often bilinguals need intensive work on learning and mastering the language perfectly. To do this, teachers will let students listen to sound recordings or text read aloud. Moreover, students need to train fluency of speech, which can be achieved through regular reading and oral speech.
In school psychology, knowledge of the RTI/MTSS program is necessary to combine all aspects that can help students achieve maximum success. This article has a significant role in school psychology as it describes the actual problem of the failure of students with disabilities and bilingual children. In addition, the report describes a program that allows you to equalize the opportunities for effective learning in ordinary children and non-standard ones. It is essential that teachers interact with each other to work together on the academic performance of all their students (Golloher et al., 2018). In addition, there are special teachers who know one particular subject perfectly. Such teachers need to work together with general teachers to make their own contribution to improving the education system.
In conclusion, an example of strategies that allow you to implement the RTI /MTSS program successfully is given. Teachers need to gain additional knowledge in order to pass it on to their students and help them develop. Schools need to take several measures that will contribute to critical evaluation the practice of teaching children with various disabilities. School principals need to take a responsible approach to the development of training programs for bilingual children as well as carefully consider options for cooperation between special and general teachers. As for school psychology, together with the program, they will make it possible to come up with the most suitable education system for different children.
Golloher, A., Whitenack, D., Simpson, L., & Sacco, D. (2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights into Learning Disabilities, 15(2), 127-147. Web.