Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention

Autor/inn/en	Hunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J.
Titel	Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention
Quelle	In: Learning Disability Quarterly, 46 (2023) 3, S.204-215 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221115172
Schlagwörter	Learning Disabilities; Inclusion; Interdisciplinary Approach; Decision Making; Response to Intervention; Eligibility; Federal Regulation; Educational Legislation; Identification; Academic Achievement; Curriculum Based Assessment; Special Education; Evaluation Methods; Elementary School Students; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Inklusion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Decision-making; Entscheidungsfindung; Eignung; Bundeskompetenz; Bildungsrecht; Schulgesetz; Identifikation; Identifizierung; Schulleistung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth in response to scientifically based instruction. To date, there is little research examining whether these eligibility criteria are predictive in identifying students with SLD by evaluation teams in schools. Two studies conducted in different U.S. states examined if level of academic performance and rate of improvement (ROI) using curriculum-based measurement in reading (CBM-R) predicted student eligibility for special education. Logistic regression results indicated that level of performance predicted special education eligibility across sites and that ROI did not. Implications for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01