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May
25
2012

  • Who are students with learning disabilities? It depends on what state or school district you live in.

      

    The combination of a surge in the use of response to intervention and a lack of consensus about how much of a role cognitive assessment should play in an evaluation prompted the National Center for Learning Disabilities this month to issue a new set of guidelines on its view of how students with specific learning disabilities should be identified.

      

    As the use of RTI has grown, there have also been concerns that it has been used inappropriately, delaying or preventing the identification of some students as having learning disabilities, or other disabilities.

Dec
29
2011

  • The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.
  • The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.
Oct
6
2011

  • The National Center for Learning Disabilities’ RTI Action Network has developed this guide for parents and schools involved in implementing response to intervention (RTI) in the elementary grades. As schools work to implement this new approach, some confusion may arise, so parents should feel free to ask questions and raise concerns along the way.
Mar
10
2011

  • Response to intervention has exploded into one of the most popular school initiatives in the country, but experts cautionRequires Adobe Acrobat Reader that RTI's use is far outstripping its research base.

     

    While the heightened interest has spurred research advances in key aspects of RTI, such as universal screening tools and initial interventions, other areas have little or no research support. Moreover, experts worry the historically piecemeal approach to studying RTI can give educators a skewed view of how to employ it effectively, and for what purpose.

Mar
31
2010

  • Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring.
May
7
2009

  • Practice guides provide practical recommendations for educators  to help them address the everyday challenges they face in their classrooms and schools.  Developed by a panel of nationally recognized experts, practice guides consist of  actionable recommendations, strategies for overcoming potential roadblocks, and  an indication of the strength of evidence supporting each recommendation. IES practice  guides are subjected to rigorous external peer review.
Oct
27
2009

  • What is Response  to Intervention? How will these new practices affect struggling children who  have not yet been identified with specific learning disabilities? How will this  affect the millions of children who have been identified with specific learning  disabilities and who are receiving special education services?
     
    The devil  is in the details. The success of Response  to Intervention (RTI) will depend on whether it is appropriately implemented  by highly-trained professionals - and this is likely to be a problem.

  • When IDEA was reauthorized in 2004 some new buzz words emerged. One term is Response to Intervention (RTI).  Although response to intervention is not actually new, it is very new to IDEA, parents, and to many school districts.

  • The State Database provides resources on a number of topics related to response to intervention (RTI). The resources, which range from policy documents and briefs to trainings and tools, were developed by states, districts, or territories, in the U.S. who are in different stages of implementing Response to Intervention.
Aug
20
2009

  • The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
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    The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.

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