IDEA 2004: Anticipated Implications for Clinical Practice--Integrating Assessment and Intervention

Autor/inn/en	Holdnack, James A.; Weiss, Lawrence G.
Titel	IDEA 2004: Anticipated Implications for Clinical Practice--Integrating Assessment and Intervention
Quelle	In: Psychology in the Schools, 43 (2006) 8, S.871-882 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20194
Schlagwörter	Psychologists; Misconceptions; Intervention; Lobbying; Intelligence; Learning Disabilities; Federal Legislation; Identification; Academic Achievement; Eligibility; Special Education; Evaluation Methods + Suchen Sie Ihr Suchwort? Psychologist; Psychologe; Psychologin; Missverständnis; Intelligenz; Klugheit; Learning handicap; Lernbehinderung; Bundesrecht; Identifikation; Identifizierung; Schulleistung; Eignung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The renewal, modification, and ratification of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) produced a number of changes in legislation, particularly in the identification for children with specific learning disabilities (SLDs). In particular, the requirement that a child must evidence a severe discrepancy between intellectual functioning and academic performance has been modified to allow for a more flexible approach to SLD determination. The rules and regulations providing guidelines for implementation have yet to be completed, leaving many administrators and psychologists speculating on how to incorporate the recommendation that response to intervention (RTI) procedures be incorporated into their current protocols. Given the substantial anti-assessment lobbying by RTI proponents, it may appear that the law has changed significantly to the point that comprehensive assessments are not required to determine eligibility for "any" disabling condition, particularly SLDs. This article reviews historical trends influencing the current legislation, from the inception of the use of ability-achievement discrepancy, the misconceptions that ability-achievement discrepancy and comprehensive assessment are equivalent, and vilification of intellectual assessment to the powerful, inside lobbying forces. In conclusion, we address what the law "really" says about assessment and RTI, and how these two procedures need to be integrated as a best practice for children but also to adhere to the legislative mandate of IDEA. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10