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Direct linkGischlar, Karen L.; Keller-Margulis, Milena; Faith, Erin L. – Contemporary School Psychology, 2019
With the reauthorization of the Individuals with Disabilities Education (Improvement) Act (IDEA) in 2004, local education agencies (LEAs) were no longer required to employ an IQ-achievement discrepancy model in the identification of a specific learning disability (SLD). Rather, districts were permitted to use data from a Response to Intervention…
Descriptors: Response to Intervention, School Psychology, Educational Legislation, Disabilities
