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ERIC Number: EJ878352
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-1087-3414
"Old Habits Die Hard:" Past and Current Issues Pertaining to Response-to-Intervention
Restori, Alberto F.; Gresham, Frank M.; Cook, Clayton R.
California School Psychologist, v13 p67-78 2008
When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an IQ-achievement discrepancy for determining a Specific Learning Disability (SLD). Although federal law no longer mandates the need for a discrepancy for determining an SLD, some researchers suggest that intelligence tests should continue to be used for children at-risk for SLD who do not respond to interventions within the initial phases of an RtI approach. The current paper: (a) provides a brief review of the IQ-achievement discrepancy model, (b) reviews some of the major criticisms regarding the IQ-achievement discrepancy model, (c) reviews concerns of using intelligence tests within an RtI framework, and (d) provides a rationale for applying RtI in school districts in California.
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act