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.
Rollanda E. O'Connor of the University of Pittsburgh prepared this invited paper for the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
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Rollanda E. O'Connor is associate professor of special education and reading at the University of Pittsburgh, and associate editor of the American Educational Research Journal. Her research includes longitudinal intervention and assessment with children at risk for reading problems and interventions for older students with learning disabilities. She is currently exploring the effects of early, continuous intervention across the first four years of reading development.
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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. |
Funding for NRCLD is provided by the U.S. Department of Education, Office of Special
Education Programs. Award No. H324U010004. Opinions expressed herein are those of the National
Research Center on Learning Disabilities and do not necessarily represent the position of the U.S.
Department of Education.
© 2007 National Research Center on Learning Disabilities
Last Updated: November 19, 2007
Contact: nrcld@ku.edu