ERIC Number: EJ1063126
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Response to Intervention and the Identification of Specific Learning Disabilities
Reschly, Daniel J.
Topics in Language Disorders, v34 n1 p39-58 Jan-Mar 2014
The use of response-to-intervention (RTI) to identify children and youth with specific learning disabilities (SLDs) is described with multiple illustrations. Essential components of the RTI process are specified at multiple tiers of intervention, each essential to valid SLD identification. The RTI goals are prevention in general education, early identification and intervention, and intensive treatment of children with severe and chronic achievement and behavioral challenges. Identification of SLD is described as a series of stages culminating in a comprehensive evaluation that meets requirements of the federal Individuals with Disabilities Education Act. During the comprehensive evaluation, the need for screening in at least 12 domains is stressed, followed by an in-depth assessment in domains in which the possibility of educationally related deficits exists. Advantages of RTI-based SLD identification are discussed.
Descriptors: Response to Intervention, Disability Identification, Learning Disabilities, Children, Youth, Federal Legislation, Educational Legislation, Disabilities, Equal Education, Prevention, Early Intervention, Evaluation
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act