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.

Michael M. Gerber of the University of California-Santa Barbara presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

About the Speaker

Report Text

Tables & Figures

Michael M. Gerber

Michael M. Gerber is professor of education and leader for the emphasis in Special Education, Disabilities, and Risk as well as the emphasis in Educational Leadership and Organizations, Gevertz Graduate School of Education, University of California- Santa Barbara. Since 1995, has been the director of the Center for Advanced Studies of Individual Differences in the Institute for Social, Behavioral, and Economic Research (ISBER). In 1996, he was a founding member of UCSB's Interdisciplinary Graduate Emphasis in Cognitive Science. Before receiving his Ph.D. in special education at the University of Virginia, he was an elementary school teacher in Oakland, California, where he taught 6th grade, coordinated a compensatory education program, and taught students with learning and behavior problems. He also taught clinical laboratory skills in to nurses and orderlies at St. Luke's Hospital in Malawi.

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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.