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ERIC Number: EJ816091
Record Type: Journal
Publication Date: 2008-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-0938-8982
Is Response to Intervention Good Policy for Specific Learning Disability?
Kavale, Kenneth A.; Spaulding, Lucinda S.
Learning Disabilities Research & Practice, v23 n4 p169-179 Nov 2008
The reauthorized Individuals with Disabilities Education Improvement Act (IDEA) established new provisions for specific learning disability (SLD) identification, including: (a) no longer requiring consideration of IQ-achievement discrepancy and (b) permitting response to intervention (RTI) as part of SLD evaluation procedures. We discuss several policy implications of these new regulations by considering the original construct of SLD, the still "experimental" status and implementation of RTI, the closer alignment of RTI objectives with No Child Left Behind than former IDEA regulations, and the shift in focus from serving as a special education identification procedure to a general education instructional procedure. We conclude by proposing several recommendations for the appropriate inclusion of both RTI and psychometric evaluation within the continuum of SLD identification procedures.
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001
IES Cited: ED504995