ERIC Number: EJ789803
Record Type: Journal
Publication Date: 2008-Jun
Ethical and Legal Issues Associated with Using Response-to-Intervention to Assess Learning Disabilities
Burns, Matthew K.; Jacob, Susan; Wagner, Angela R.
Journal of School Psychology, v46 n3 p263-279 Jun 2008
The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI-based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K-12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included.
Descriptors: Compliance (Legal), Intervention, Elementary Secondary Education, Learning Disabilities, Ethics, Educational Assessment, Evaluation Methods, Theory Practice Relationship, Disability Identification, Evaluation Problems, Special Education, Federal Legislation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act