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- Title
RESPONSE-TO-INTERVENTION: SEPARATING THE RHETORIC OF SELF-CONGRATULATION FROM THE REALITY OF SPECIFIC LEARNING DISABILITY IDENTIFICATION.
- Authors
Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B.
- Abstract
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-lntervention (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.
- Subjects
UNITED States; READING intervention; LEARNING disabilities; SERVICES for students; REMEDIAL reading teaching; UNITED States. Individuals with Disabilities Education Act; COGNITION disorders
- Publication
Learning Disability Quarterly, 2008, Vol 31, Issue 3, p135
- ISSN
0731-9487
- Publication type
Article
- DOI
10.2307/25474644