ERIC Number: EJ1004797
Record Type: Journal
Publication Date: 2012-May
Abstractor: As Provided
Reference Count: 17
RTI: Court and Case Law--Confusion by Design
Daves, David P.; Walker, David W.
Learning Disability Quarterly, v35 n2 p68-71 May 2012
Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a specific learning disability (SLD) under the Individuals with Disabilities Education Act (IDEA). Division is generated because of conflicting mandates specified in IDEA when compared to mandates in the No Child Left Behind Act (NCLB). This article is submitted to address (a) concerns about the misuse of RTI in identifying students with SLD and (b) how schools face the challenges of identifying students with learning disabilities, providing appropriate services within the least restricted environment while attempting to meet the requirements found in NCLB that all children will learn on grade level and be assessed accordingly.
Descriptors: Learning Disabilities, Response to Intervention, Integrity, Fidelity, Federal Legislation, Educational Legislation, Disability Identification, Mainstreaming, Court Litigation, School Districts, Elementary Secondary Education
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Individuals with Disabilities Education Act; No Child Left Behind Act 2001