Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification
| Autor: | Randy J. Bachmeier, Kenneth A. Kavale, Gretchen B. LeFever, James M. Kauffman |
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| Rok vydání: | 2008 |
| Předmět: |
Response to intervention
media_common.quotation_subject Specific learning disability Applied psychology Legislation Special education Education Behavioral Neuroscience Identification (information) Reading (process) General Health Professions Learning disability medicine medicine.symptom Remedial education Psychology Social psychology media_common |
| Zdroj: | Learning Disability Quarterly. 31:135-150 |
| ISSN: | 2168-376X 0731-9487 |
| DOI: | 10.2307/25474644 |
| Popis: | The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision (“if the child responds to scientific, research-based intervention”) as a diagnostic model, revealing that it is conceptually flawed, practically inadequate, and politically rather than scientifically motivated. It is argued that RTI is best described as a model for providing remedial reading (prereferral) services for students experiencing early reading failure. To achieve a reliable and valid diagnosis of SLD under IDEA, it is argued that a comprehensive psychometric assessment is required. With a model that combines RTI and cognitive assessments, it is possible to provide an identification process that closely aligns with the best current conceptualizations of SLD. |
| Databáze: | OpenAIRE |
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