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

共 50 条

[41] Postsecondary Education and Students with Learning Disabilities
Cook, Bryan G.
Rumrill, Phillip D.
[J]. LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL, 2006, 14 (01) : 1 - 4
[42] Concurrent validity of the WISC-IV in eligibility decisions for students with educable mental disabilities
Launey, Kathryn B.
Carroll, James
Van Horn, K. Roger
[J]. PSYCHOLOGICAL REPORTS, 2007, 100 (03) : 1165 - 1170
[43] Response to Intervention (RtI) Model: A promising alternative for identifying students with learning disabilities?
Jimenez, Juan E.
[J]. PSICOTHEMA, 2010, 22 (04) : 932 - 934
[44] Response Cards: An Effective Intervention for Students with Disabilities
Horn, Channon
[J]. EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES, 2010, 45 (01) : 116 - 123
[45] Sensory Processing in Students with Specific Learning Disabilities: Findings and Implications for Assessment and Intervention Planning
Dove, Sunday
Dunn, Winnie
[J]. JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION, 2008, 1 (02): : 116 - 127
[46] The Unintended Side Effects of Inclusion of Students with Learning Disabilities: The Perspectives of Special Education Teachers
Tankersley, Melody
Niesz, Tricia
Cook, Bryan G.
Woods, Wendy
[J]. LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL, 2006, 14 (03) : 135 - 144
[47] Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities
Kirby, Moira
[J]. CHILD & YOUTH CARE FORUM, 2017, 46 (02) : 175 - 191
[48] Implicit Assumptions in Special Education Policy: Promoting Full Inclusion for Students with Learning Disabilities
Moira Kirby
[J]. Child & Youth Care Forum, 2017, 46 : 175 - 191
[49] PREPARATION OF THE DEGREE STUDENTS IN SPECIAL EDUCATION PROCESS MANAGEMENT LEARNING OF MATHEMATICS OF SCHOOL WITH DISABILITIES
Vega Hectorl, Nancy
Gonzalez Medina, Marielys
[J]. ATENAS, 2013, 1 (21): : 119 - 133
[50] Digital Note Taking: The Use of Electronic Pens with Students with Specific Learning Disabilities
Belson, Sarah Irvine
Hartmann, Daniel
Sherman, Jennifer
[J]. JOURNAL OF SPECIAL EDUCATION TECHNOLOGY, 2013, 28 (02) : 13 - 24

← 1 2 3 4 5 →