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Discrepancy Model to RtI: Gauging Teacher Preparedness for This Shift in Specific Learning Disability Classification

Peer reviewed

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Joseph A. Hogan – Journal of Research in Special Educational Needs, 2025

The Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that…

Descriptors: Response to Intervention, Students with Disabilities, Learning Disabilities, Classification

Addressing Inequity in Special Education Referrals: Integrating General and Special Education Strategies in School Leadership

Peer reviewed

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Tye A. Ripma; David E. DeMatthews; Catherine K. Voulgarides – Journal of Cases in Educational Leadership, 2024

This case highlights the moral and ethical dilemmas that principals and educators confront when making decisions about special education classification and placement, particularly in the context of racial disproportionality. These decisions are complex, influenced by the requirements of the Individuals with Disabilities Education Act (IDEA) and…

Descriptors: Ethics, Decision Making, Administrator Role, Teacher Role

Implementation of RtI as a Part of Multi-Tiered Systems of Support: What Teachers, Administrators, and Teacher Educators Need to Know

Peer reviewed

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Susan Polirstok; Joseph A. Hogan – Excelsior: Leadership in Teaching and Learning, 2024

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to…

Descriptors: Multi Tiered Systems of Support, Response to Intervention, Program Implementation, Educational Legislation