Policy and Practice Considerations for Response to Intervention: Reflections and Commentary

Autor/in	Ikeda, Martin J.
Titel	Policy and Practice Considerations for Response to Intervention: Reflections and Commentary
Quelle	In: Journal of Learning Disabilities, 45 (2012) 3, S.274-277 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219412442170
Schlagwörter	Stellungnahme; Public Education; Educational Practices; Educational Policy; Reader Response; Response to Intervention; Reflection; Student Evaluation; Disability Identification; Educational Diagnosis; Screening Tests; Evidence; Accessibility (for Disabled); Related Services (Special Education) + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Bildungspraxis; Politics of education; Bildungspolitik; Leserbrief; Schulnote; Studentische Bewertung; Pedagogical diagnostics; Pädagogische Diagnostik; Screening-Verfahren; Evidenz; Accessibility; Zugänglichkeit
Abstract	The Education for All Handicapped Children Act (EHCA) was legislated in 1975 in part to provide funding to states, parent centers, and research centers, for supporting access to public education for students with disabilities. In 1975, the intent of EHCA was to find children with disabilities and ensure that children were evaluated, identified, and provided services. On the provision of services prong of EHCA, states adopted the best of what was known at that time: pull-out, label-driven service delivery. Children with disabilities received remedial services and often were excluded from the general curriculum. As EHCA was implemented, lessons were learned. Subsequent reauthorizations leading up to the Individuals with Disabilities Education Act (IDEA) focused on macro-level practices such as participating in the general curriculum, large-scale assessment, state and subrecipient accountability on compliance and performance measures. In addition, subsequent reauthorizations addressed micro-level issues such as identification and placement. Response to intervention (RTI) was included in IDEA in the 2004 reauthorization as one of these micro-level changes. RTI evolved out of a paradigm in which assessment data were used to support instructional interventions rather than diagnose disabilities. Implementation of EHCA and IDEA has informed the field of several "musts" on policy and practice. Students suspected of having disabilities must be evaluated, but evaluations must offer protections from unnecessary testing. Students who are eligible for services must receive services they need, in the least restrictive environment. In this article, the author summarizes his impressions of how well (or not) the articles in this issue address evaluation and identification protections in IDEA and service provision for students with disabilities. (ERIC).
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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10