Improving the quality of diagnosis, instruction, and rehabilitation interventions for children with special needs necessitates the utilization of modern, evidence-based approaches capable of both reducing diagnostic errors and implementing interventions in a systematic, phased manner. Within this framework, the "Response to Intervention" (RTI) approach, functioning as a preventive model based on the continuous monitoring of academic progress alongside inclusive education, can prevent the exacerbation of learning and behavioral problems through early intervention, thereby minimizing the need for specialized services. Implementing this approach at the national level faces challenges such as a shortage of specialized personnel in educational design and planning, weak standard assessment and intervention protocols, the absence of a coordinating mechanism among responsible institutions, and a lack of indigenous studies to measure effectiveness. To mitigate these barriers, developing organized cooperation between universities and the Exceptional Education organization, establishing a joint specialized working group, designing executive memorandums, conducting systematic review studies and national needs assessments, implementing pilot programs in selected schools, training teachers and specialists using codified protocols, and establishing an evaluation and continuous improvement system are proposed. These measures can strengthen the bridge between research and practice, facilitate the phased and realistic implementation of RTI, and yield outcomes such as reduced social costs and enhanced educational quality for children with special needs.