Response to "Competing Views: A Dialogue on Response to Intervention"

Autor/inn/en	Scruggs, Thomas E.; Mastropieri, Margo A.
Titel	Response to "Competing Views: A Dialogue on Response to Intervention"
Quelle	In: Assessment for Effective Intervention, 32 (2006) 1, S.62-64 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084060320010901
Schlagwörter	Stellungnahme; Responses; Intervention; Learning Disabilities; Disability Identification + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung
Abstract	Batsche, Kavale, and Kovaleski (this issue) have done an outstanding job of summarizing arguments for and against the use of response-to-intervention (RTI) procedures for identifying learning disabilities. In this response, we raise issues relevant to the concept of learning disabilities, the nature of problems associated with standard discrepancy-based identification procedures, and how RTI will ultimately be operationalized across a variety of academic domains. We express cautious optimism that RTI procedures will continue to be developed carefully and methodically and will ultimately lead to better methods for identifying and treating learning disabilities. (Author).
Anmerkungen	PRO-ED, Inc. Available from: SAGE Publications. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10