The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities

被引：8

作者：

Gartland, Debi ^{[1
]}

Strosnider, Roberta ^{[1
]}

机构：

[1] Towson Univ, Towson, MD USA

来源：

LEARNING DISABILITY QUARTERLY | 2020年 / 43卷 / 04期

关键词：

NJCLD; RTI; LD identification; RESPONSIVENESS; IDENTIFICATION;

D O I：

10.1177/0731948720949964

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.

引用

页码：195 / 200

页数：6

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