Responsiveness-to-Intervention Symposium
December 4-5, 2003 * Kansas City, Missouri
The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.
Donald L. Compton of Peabody College at Vanderbilt University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
Don Compton
Donald Compton is an assistant professor of Special Education at Peabody College, Vanderbilt University. Before joining the faculty at Vanderbilt, Don taught at the University of Arkansas, Fayetteville and spent a year as a postdoctoral research fellow at the Institute for Behavior Genetics at the University of Colorado, Boulder, where he worked with Dick Olson to analyze data from the twin sample of the Colorado Learning Disabilities Research Center. Don teaches undergraduate and graduate courses in instructional principles and procedures in reading and writing for students with disabilities. His research involves modeling individual differences in the development of reading skills in children.
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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. |
