Is Response to Intervention Good Policy for Specific Learning Disability?
| Autor: | Lucinda S. Spaulding, Kenneth A. Kavale |
|---|---|
| Rok vydání: | 2008 |
| Předmět: |
Health (social science)
Response to intervention Specific learning disability Applied psychology Special education Education Developmental psychology Identification (information) Intervention (law) Learning disability Developmental and Educational Psychology medicine medicine.symptom Construct (philosophy) Psychology Inclusion (education) |
| Zdroj: | Learning Disabilities Research & Practice. 23:169-179 |
| ISSN: | 0938-8982 |
| DOI: | 10.1111/j.1540-5826.2008.00274.x |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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