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.
Margo Mastropieri of George Mason University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
Feasibility and Consequences of Response to Intervention (RTI): Examination of the Issues and Scientific Evidence as a Model for the Identification of Individuals with Learning Disabilities
Margo A. Mastropieri
George Mason University
Address:
Margo A. Mastropieri
George Mason University
Graduate School of Education
Mail Stop Number 4B3
Fairfax, VA 22030-4444
703-993-4136
mmastrop@gmu.edu
*Invited response paper presented at the National Research Center on Learning Disabilities Symposium, December, 2003.
Table of Contents
Feasibility and Consequences of Response to Intervention (RTI): Examination of the Issues and Scientific Evidence as a Model for the Identification of Individuals with Learning Disabilities
- Table of Contents
- Abstract
- Introduction
- Reschly's Major Points
- Gerber's Concerns Regarding Response to Intervention
- Guiding Questions
- How Will the Roles of Teachers and Diagnosticians Change Given the Significant Demands of RTI?
- Who is Responsible to Ensure that the Procedures are Implemented Fully and with Fidelity - Special Education or General Education?
- Given that a Significant Number of Students Are Currently Identified at the Middle and Early High School Years, How Will RTI Procedures Apply in Those Settings?
- How Will Issues of Consistency of Decision-Making Be Assured From School to School, District to District, and State to State?
- How Will LD Be Differentiated From Other Disability Conditions if a Cognitive Measure is Not Used as Part of the Assessment?
- Summary and Conclusions
- References
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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. |
