Responsiveness to Intervention and Learning Disabilities

2005 ◽  
Vol 28 (4) ◽  
pp. 249-260 ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Parent Participation ◽  
Position Paper ◽  
National Committee ◽  
Professional Roles ◽  
Policy And Practice ◽  
Rti Implementation ◽  
Potential Benefits ◽  
National Joint Committee

The National Joint Committee on Learning Disabilities (NJCLD) is a national committee representing 11 organizations concerned about individuals with learning disabilities. The NJCLD considers and discusses contemporary issues in learning disabilities and develops and disseminates reports and statements related to these issues to influence policy and practice. Debi Gartland, Ph.D., Professor of Special Education at Towson University, Maryland, and Roberta Strosnider, Ed.D., Professor of Special Education at Towson Univeristy, represent the Council for Learning Disabilities on the NJCLD. They co-authored this paper with other NJCLD members. For more information about the paper or the NJCLD, contact Debi Gartland at [email protected] . The purpose of this NJCLD report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). After brief overview of the approach, issues related to RTI implementation, including use as an eligibility mechanism, parent participation, structure and components, professional roles and competencies, and needed research, are addressed. The report is neither a position paper nor a “how-to guide” for implementing an RTI approach.

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

2020 ◽  
Vol 43 (4) ◽  
pp. 195-200
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
Specific Learning Disability ◽  
Active Member ◽  
Special Education Eligibility ◽  
Official Position ◽  
National Joint Committee ◽  
Method Of Evaluation ◽  
Specific Learning

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.

Learning Disabilities: Preservice Preparation of General and Special Education Teachers

1998 ◽  
Vol 21 (3) ◽  
pp. 182-186 ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Dyslexia Society ◽  
Preservice Preparation ◽  
National Joint Committee

In memory of William Ellis, who initiated the National Joint Committee on Learning Disabilities' exploration of teacher preparation. Mr. Ellis served as a representative to the NJCLD for The Orton Dyslexia Society and the National Center for Learning Disabilities.

Learning Disabilities: Implications for Policy Regarding Research and Practice: A Report by the National Joint Committee on Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 195-199 ◽  
Author(s):  
Debi Gartland ◽  
Roberta Strosnider
Keyword(s):  
Learning Disabilities ◽  
State Policy ◽  
Position Paper ◽  
Active Member ◽  
Official Document ◽  
Research And Practice ◽  
National Joint Committee

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD addresses points of agreement in the field, common misperceptions, and unresolved issues in scholarship and practice, and makes recommendations for federal and state policy.

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

2020 ◽  
Vol 53 (5) ◽  
pp. 332-342
Author(s):  
Sheri Berkeley ◽  
David Scanlon ◽  
Tessie R. Bailey ◽  
Jason C. Sutton ◽  
Donna M. Sacco
Keyword(s):  
Special Education ◽  
Critical Role ◽  
Policy And Practice ◽  
Multiple Systems ◽  
State Education ◽  
Rti Implementation ◽  
Education Agency ◽  
Tiered System ◽  
Major Trend ◽  
State And Local

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis

2019 ◽  
Vol 2 (4) ◽  
pp. 120-140
Author(s):  
Jamie Heintz Benson ◽  
John R Slate ◽  
George W Moore ◽  
Cynthia Martinez-Garcia ◽  
Frederick C Lunenburg
Keyword(s):  
Special Education ◽  
Alternative Education ◽  
Education Program ◽  
Reading Level ◽  
Policy And Practice ◽  
Disciplinary Alternative Education Program ◽  
Level Ii ◽  
Alternative Education Program ◽  
Disciplinary Alternative Education ◽  
Program Placement

In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.

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