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Response to Intervention and Child Find: A Legally Problematic Intersection?
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Zirkel, Perry A. – Exceptional Children, 2018
This article provides a systematic and impartial analysis of the law, including hearing and review officer as well as judicial decisions, specific to the intersection of response to intervention (RTI) and school districts' ongoing affirmative obligation of child find. The results reveal that this intersection has not been the subject of…
Descriptors: Response to Intervention, School Districts, Program Implementation, Disabilities
RTI and Other Approaches to SLD Identification under the IDEA: A Legal Update
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Zirkel, Perry A. – Learning Disability Quarterly, 2017
This article provides a concise and objective synthesis of the federal legislation, regulations, and agency policy interpretations; state laws; and case law, including hearing officer and complaint investigation decisions, concerning specific learning disability (SLD) identification since the 2006 IDEA regulations. The results reveal wide latitude…
Descriptors: Learning Disabilities, Disability Identification, Federal Legislation, Federal Regulation
The Legal Dimension of RTI--Confusion Confirmed: A Response to Walker and Daves
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Zirkel, Perry A. – Learning Disability Quarterly, 2012
In this issue of "Learning Disability Quarterly" (LDQ), Professors Daves and Walker reply to my earlier LDQ article on confusion in the cases and commentary about the legal dimension of RTI. In this brief rejoinder, I show that their reply confirms rather than resolves the confusion in their original commentary in 2010. This persistent…
Descriptors: Learning Disabilities, Court Litigation, Response to Intervention, Federal Legislation
Twice-Exceptional Learners: Who Needs to Know What?
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Foley-Nicpon, Megan; Assouline, Susan G.; Colangelo, Nicholas – Gifted Child Quarterly, 2013
Twice-exceptionality is gaining increasing recognition in the gifted education literature but little is understood about the knowledge and awareness of this concept within the educational and psychological community, or about professionals' experience working with this population of learners. Three-hundred and seventeen individuals completed an…
Descriptors: Disabilities, Gifted, Special Education, Needs Assessment
From Discrepancy Evaluation to Response to Intervention (RTI): Are We Ready in Higher Education?
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Wheeler, Starr L. – ProQuest LLC, 2012
At the postsecondary and secondary levels of education, students with learning disabilities are by law entitled to reasonable accommodation in support of their education. Secondary and postsecondary institutions as disability service providers are required to follow guidelines and direction to make this accommodation possible. Yet as these…
Descriptors: Response to Intervention, Learning Disabilities, Attitudes toward Disabilities, Higher Education
The Legal Context for Serving Students with Learning Disabilities in Postsecondary Education
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Keenan, Walter R.; Shaw, Stan F. – Learning Disabilities: A Multidisciplinary Journal, 2011
The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA…
Descriptors: Postsecondary Education, Elementary Secondary Education, Federal Legislation, Learning Disabilities