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ERIC Number: ED543483
Record Type: Non-Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: N/A
Responsiveness to Intervention: An SLD Determination Resource. Information Digest. Winter 2007
Tollefson, Julie M.; Mellard, Daryl F.; McKnight, Melinda A.
National Research Center on Learning Disabilities
The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (P.L. 108-446) (IDEA 2004) has brought the issue of specific learning disabilities (SLD) identification procedures and criteria to the forefront. Calls for reform are not new and are based on decades of various policy, implementation, and research agendas. The U.S. Department of Education's Office of Special Education Programs (OSEP) has actively addressed both the scientific aspects and broader political nature of SLD identification through its efforts to advance understanding of SLD issues. Longstanding concerns among teachers and researchers involved with SLD determination center on aptitude-achievement discrepancy: teacher referral that employs local norms and student assessment that employs national norms (MacMillan & Siperstein, 2002). Some of the most pressing concerns facing SLD determination are focused on early intervention, the provision of appropriate learning experiences, and the non-categorical nature of identification implicit in some responsiveness to intervention (RTI) models. One component that can be used in the SLD determination process is RTI, which addresses the concerns of early intervention through a tiered model while simultaneously providing appropriate learning experiences through school-wide progress monitoring. Administrators can determine whether an entire class is progressing versus an individual student by focusing on the use of standard protocols for general education instruction and interventions.
National Research Center on Learning Disabilities. J.R. Pearson Hall, 1122 West Campus Road Room 517, Lawrence, KS 66045-3101. Tel: 785-864-4780; e-mail: nrcld@ku.edu; Web site: http://www.nrcld.org
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Research Center on Learning Disabilities
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act