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This includes similar training for instructors, administrative staff, and those providing related services. All of these professionals need to be familiar with the same information since they are all playing vital roles in carrying out what is essentially the same process: assisting with commonly found problems that can potentially negative impact education (Knoff and Dyer, 2010, p. 51). It is vital that the specific training that they undergo is data-based so that it is applicable to actual situations in real-life educational institutions. Each of these three different professionals (those issuing instruction, related services and administrative assistance) needs to be familiar with the processes involved in alleviating difficulties so that those processes are streamlined and operate as seamlessly as possible. If these individuals were not familiar with the same problem-solving processes, they could take longer to implement and detract from the facilitation of a conducive learning environment -- even worse...
These services should be more aware of situations affecting specific students, and have better resources to effectively institute their services for effective student aid. Ideally, such training should also reduce the number of referrals to the multidisciplinary team and to special education services over time because those who potentially issuing the referrals should have a better understanding and more knowledge of how to deal with potentially troublesome students -- without actually using referrals.
References
Baum, S., Flores, S.M. (2011). "Higher education and children in immigrant families." The Future of Children. 21 (1): 171-193.
Knoff, H.M., Dyer, C. (2010). "RTI2 -- response to instruction and intervention." International Center for Leadership in Education. Retrieved from http://www.leadered.com/pdf/RTI%20kit%20excerpt.pdf
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