Abstract

Response to intervention (RTI) has been proposed as an alternative to identification of students with learning disabilities. According to this proposal, all students receive evidence-based instruction in primary grade reading, with additional services for those not meeting established criteria for success. Students who fail to respond to intensive intervention can then be identified as having learning disabilities. Such a procedure is thought to be valuable in that it does not require IQ testing, that it mandates scientifically-based instruction, and that data from interventions can be used for planning special education. Unfortunately, there are significant problems with this approach, including retaining the present conceptualization of learning disabilities, incorporating the multifaceted nature of LD, identification across grade levels and across domains of instruction, and the technical adequacy of RTI measures. An alternative is proposed which posits effective instruction and remedial programs as necessary components of general education and which forms the baseline of special education referral. A process of learning disabilities referral is then proposed which could be expected to significantly reduce overidentification because of "teaching disabilities," and which would still maintain the integrity of the concept of learning disabilities.

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(Introduction)