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

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2020-08-19 DOI:10.1177/0731948720949964

Debi Gartland, Roberta Strosnider

引用次数: 6

Abstract

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.

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使用干预反应为特殊学习障碍学生的特殊教育资格决策提供信息

这是国家学习障碍联合委员会（NJCLD）的官方立场文件，学习障碍委员会是该委员会的长期积极成员。干预响应（RTI）是多层服务提供系统的关键组成部分。NJCLD的这篇论文提出了与RTI的实施及其作为唯一评估方法的使用有关的问题，以确定特殊学习障碍（SLD）学生的身份和接受特殊教育的资格，以及对过渡的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.