NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1135532
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISSN: EISSN-2325-7466
Application of the RtI Model in Learning Disability Diagnosis: Perceptions of Current Practices by New Jersey Special Education Administrators
Lowry, Pamela E.
Journal of the American Academy of Special Education Professionals, p98-103 Spr-Sum 2013
This paper examines current practices in implementing a Response to Intervention (RtI) in diagnosing specific learning disabilities. The use of the aptitude achievement discrepancy model, RtI model or a combination is reviewed. A survey of special education administrators in New Jersey compares methods of identification and consistency of application across districts. Findings indicate that few districts are currently implementing RtI along with the discrepancy model in determining eligibility with a specific learning disability. No district is using RtI as the sole determinant for this classification category. RtI models differ across districts with no consistency in interventions or screening tools.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A