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ERIC Number: ED551129
Record Type: Non-Journal
Publication Date: 2012
Pages: 104
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-3573-7
ISSN: N/A
From Discrepancy Evaluation to Response to Intervention (RTI): Are We Ready in Higher Education?
Wheeler, Starr L.
ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University
At the postsecondary and secondary levels of education, students with learning disabilities are by law entitled to reasonable accommodation in support of their education. Secondary and postsecondary institutions as disability service providers are required to follow guidelines and direction to make this accommodation possible. Yet as these legislative actions continue to be upgraded and changed, students with learning disabilities are finding their lives increasingly impacted and their careers as well as their educational future in jeopardy (Eckes & Ochoa, 2005). Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) contains federal laws that postsecondary disability service providers are mandated to follow. Public Law 94-142, known as the Individuals with Disabilities Education Act (IDEA), is the legislation covering disability service providers at the secondary schools. The enigma this presents for students with a disability is that once they attend a postsecondary school they are no longer eligible for IDEA, and come under Section 504 and the ADA. Although these federal laws have been passed to help protect students with disabilities from being discriminated against in both secondary and postsecondary schools (Wright & Wright, 2007), interpretations of these laws are left up to the individual service provider. For the purpose of my research, postsecondary institution disability service providers were asked how prepared they were to accept students with learning disabilities, particularly those who have been diagnosed with a learning disability through the response to intervention (RTI) model or the summary of performance (SOP) model. The results concluded that disability service providers at the postsecondary level were not prepared to accommodate students with learning disabilities whose only documentation was that of a summary performance, which seemed to indicate that the IDEA legislation is not being upheld at the postsecondary level and that much additional education is necessary for service providers with respect to IDEA 2004, the reauthorization and the summary performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Americans with Disabilities Act 1990; Individuals with Disabilities Education Act; Rehabilitation Act 1973 (Section 504)