Specific Learning Disability and Response to Intervention: State-Level Guidance

Autor:	Rachel D. Brown, Laura Boynton Hauerwas, Amy N. Scott
Rok vydání:	2013
Předmět:	Identification (information) Education Act Medical education Data collection Response to intervention Content analysis Specific learning disability Best practice Developmental and Educational Psychology Psychology Education Qualitative research Developmental psychology
Zdroj:	Exceptional Children. 80:101-120
ISSN:	2163-5560 0014-4029
DOI:	10.1177/001440291308000105
Popis:	This study investigates how state departments of education are defining response to intervention (RTI) assessment processes as they relate to specific learning disability (SLD) eligibility 5 years after the Individuals With Disabilities Education Act (IDEA) 2006 regulations were published. A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD and state guidance documents on the use of RTI for SLD identification. Best practices were identified in three areas: (a) frequency of data collection, (b) criteria for responsiveness, and (c) multidimensional assessment. Results showed no national consensus for how multidisciplinary teams should use RTI data as part of SLD identification. Implications for policy, practice, and future research are discussed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::219f93b921ab59826b3831afe3f700b4 https://doi.org/10.1177/001440291308000105 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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