Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification

Autor/inn/en	Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B.
Titel	Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification
Quelle	In: Learning Disability Quarterly, 31 (2008) 3, S.135-150 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Intervention; Remedial Reading; Early Reading; Learning Disabilities; Reading Failure; Disability Identification; Psychometrics; Models; Evaluation Methods; Legislation; Reports; Meetings; Public Schools; Special Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Leseförderung; Frühlesen; Learning handicap; Lernbehinderung; Reading disability; Reading weakness; Leseschwäche; Psychometry; Psychometrie; Analogiemodell; Gesetzgebungslehre; Abschlussbericht; Berichten; Meeting; Tagung; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen
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-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. (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10