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Supporting School-Based Response to Intervention: A Practitioner's Model
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Hoover, John J.; Love, Emily – TEACHING Exceptional Children, 2011
Several key components are essential to successfully implementing an RTI model in schools. RTI is an evolving practice; a school-based collaborative consultation RTI model offers a process that enables a school to apply RTI principles to its unique setting and concerns. Three schools in the Western United States implemented this RTI model with…
Descriptors: Consultation Programs, Models, Response to Intervention, Program Implementation
Response to Intervention and Eligibility Decisions: We Need to Wait to Succeed
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Burns, Matthew; Riley-Tillman, T. Chris – Communique, 2009
School psychologists in this country are fed up. The authors are both fortunate enough to consult with school districts all over the country about implementing response to intervention (RTI), and they consistently hear frustration resulting from using the "wait to fail" discrepancy model for learning disability identification. Many school…
Descriptors: Intervention, Eligibility, Learning Disabilities, Disability Identification
"Old Habits Die Hard:" Past and Current Issues Pertaining to Response-to-Intervention
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Restori, Alberto F.; Gresham, Frank M.; Cook, Clayton R. – California School Psychologist, 2008
When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an…
Descriptors: Intervention, Federal Legislation, Learning Disabilities, Intelligence Tests
Explaining Reading Performance of Learninq Disabled Students.
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Cooley, William W.; And Others – 1979
The explanatory observational study investigated the relationships among curriculum content, instructional activity, teachers' expectations and reading performance for 52 children in six primary grade classrooms for the learning disabled. The analysis illustrates the utility of structural modeling in clarifying the probable causal relationships…
Descriptors: Curriculum, Expectation, Learning Disabilities, Models
An Exploration of Risk and Resilience in the Lives of Individuals with Learning Disabilities.
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Spekman, Nancy J.; And Others – Learning Disabilities Research and Practice, 1993
This paper suggests a framework for viewing learning disability as a risk factor, noting the importance of the specific type of learning problem, multiplicity, severity, age at identification, and chronicity. Learning disability is viewed in interaction with other risk factors, developmental stages, gender, and contributions of internal or…
Descriptors: Age, At Risk Persons, Child Development, Ecological Factors
The Social Construction of Ability and Disability: I. Profile Types of Latino Children Identified as Language Learning Disabled.
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Ruiz, Nadeen T. – Journal of Learning Disabilities, 1995
An ethnographic study of one elementary bilingual special education classroom found three profile types of students, ranging from severe language learning disabilities to normal abilities. Results show the inadequacy of the medical model and support a contextual performance view that acknowledges the role of instructional context in revealing the…
Descriptors: Ability Identification, Bilingual Education, Context Effect, Disability Identification