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ERIC Number: EJ786201
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: Author
Reference Count: 99
ISBN: N/A
ISSN: ISSN-0731-9487
Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal
Kavale, Kenneth A.; Holdnack, James A.; Mostert, Mark P.
Learning Disability Quarterly, v29 n2 p113-127 Spr 2006
Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in the proposed regulations are not warranted at this time. Since many fundamental issues related to RTI have not been resolved, a better strategy may be to more rigorously implement existing identification criteria (e.g., discrepancy and psychological processing deficits) in a structured psychometric framework. Suggestions for how to modify present procedures are provided. [Due to errors in citation, this manuscript, which originally appeared in Volume 28, Issue 1, of the "Learning Disability Quarterly" (EJ710413) is published here in its corrected version. References to and citations of the earlier publication should be updated to the present version.] (Contains 2 figures and 2 tables.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
IES Cited: ED558163