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ERIC Number: ED543743
Record Type: Non-Journal
Publication Date: 2007
Pages: 14
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: N/A
Responsiveness to Intervention in the SLD Determination Process. Winter 2007
National Research Center on Learning Disabilities
The reauthorized Individuals with Disabilities Education Improvement Act of 2004 (P.L.108-446) (IDEA 2004) was signed into law on December 3, 2004, by President George W. Bush. IDEA 2004 includes provisions that could lead to significant changes in the way in which students with SLD are identified. In principle, responsiveness to intervention (RTI) is proposed as a valuable construct for schools because of its potential utility in the provision of appropriate learning experiences for all students and in the early identification of students as being at risk for academic failure. In these applications, RTI can be a framework for systemic reform directed at improving all learners' outcomes such as intended by the No Child Left Behind Act of 2001. The purpose of this document is to provide a conceptual overview of RTI--including hypothetical examples of how RTI might operate within a school setting and for a particular student--and to discuss its role within the larger context of specific learning disabilities (SLD) determination. (Contains 5 figures.)
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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Research Center on Learning Disabilities
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001