Introduction
The process of identifying students with learning disabilities has come to the forefront of a national discussion. Recently, the Office of Special Education Programs at the U.S. Department of Education convened a series of working groups, LD Summits and symposia to discuss the issues for identifying individuals with learning disabilities (see Bradley, Danielson, & Hallahan, 2002, for a summary). These discussions have centered on replacing the current procedures for identifying individuals with learning disabilities with a response to intervention (RtI) model. Keogh (2002) aptly stated "LD [learning disabilities] has been controversial, characterized more by disagreement than agreement" (p. xxi) and the current discussion presents compelling arguments from various positions. The current National Research Center on Learning Disabilities Symposium provides an excellent forum to continue this debate, and the papers presented by Reschly and Gerber provide some insights into opposing views of "Response to Intervention" (RtI) as a viable procedure for replacing current procedures for identification of learning disabilities. This paper reviews major points presented by these scholars and addresses the key guiding questions raised by the organizers of this symposium.
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(Abstract) | (Reschly's Points)
