scholarly journals Special Education in a 4-Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification

2013 ◽  
Vol 28 (3) ◽  
pp. 98-112 ◽  
Author(s):  
Rollanda E. O'Connor ◽  
Kathleen M. Bocian ◽  
Kristen D. Beach ◽  
Victoria Sanchez ◽  
Lindsay J. Flynn
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
Learning Disability

scholarly journals Shifting Prevalence Patterns for Special Educational Needs in the Era of Response-to-Intervention Policy

2021 ◽  
Vol 6 ◽  
Author(s):  
Shannon Hall-Mills
Keyword(s):  
Special Education ◽  
Response To Intervention ◽  
Learning Disability ◽  
Language Impairment ◽  
Specific Learning Disability ◽  
Educational Needs ◽  
Prevalence Rates ◽  
Special Educational Needs ◽  
Intervention Policy ◽  
Specific Learning

In the United States, the Response to Intervention framework provides tiered levels of support in general education (kindergarten through grade 12) to improve student outcomes and may relate to special education determinations. While broadly applied to eligibility determinations for children with specific learning disability, the Response to Intervention model also presents an interesting consideration for children with language impairment. The requirement of the Response to Intervention framework in education policy may have a significant impact on the identification and eligibility processes for children with special educational needs. The aim of the present study was to explore whether this policy implementation altered the prevalence of students with disabilities ages 3–21 years who were determined to be eligible for special education under the categories of specific learning disability and language impairment. Longitudinal data was examined to determine whether significant changes occurred in the prevalence rates in a state that mandated implementation of Response to Intervention policy. The results revealed that significant changes occurred in the prevalence rates from pre-to post implementation of Response to Intervention policy; language impairment prevalence increased and specific learning disability prevalence decreased. Prevalence changes have maintained over multiple subsequent school years. The findings have important implications for policy and practices focused on the identification of these common disabilities throughout the school years.

The Promise and Perils of Response to Intervention to Address Disproportionality in Special Education

2016 ◽  
pp. 47-67
Author(s):  
Wendy Cavendish ◽  
Benikia Kressler ◽  
Ana Maria Menda ◽  
Anabel Espinosa
Keyword(s):  
Special Education ◽  
Response To Intervention

A Guide to Assistive Technology for Teachers in Special Education

2012 ◽  
pp. 105-118 ◽  
Author(s):  
Harris Wang
Keyword(s):  
Special Education ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Disability ◽  
Visually Impaired ◽  
Assistive Technologies ◽  
The Internet ◽  
Web Based ◽  
The Right ◽  
Hearing Difficulties

Everyone has the right to learn and to succeed in education. For people with certain disabilities, learning can be a challenging task, and proper use of certain assistive technologies can significantly ease the challenge, and help the learners to succeed. For teachers in special education, knowing existing assistive technology is an important step towards the proper use of those technologies and success in special education. This chapter provides a guide for teachers about assistive technology and its uses in special education. Assistive technology for people with learning difficulties, assistive technology for the visually impaired, and assistive technology for people with hearing difficulties will be discussed. Since online learning and the Internet are becoming trends in distance education, this chapter will focus on assistive technologies for Web-based distance learning, including assistive technologies for better human-computer interaction. Selecting more appropriate assistive technology for a given learner with a certain learning disability, among many choices, will be discussed.

Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks

2020 ◽  
pp. 143-162
Author(s):  
Amber Elizabeth Benedict ◽  
Mary T. Brownell ◽  
Cynthia C. Griffin ◽  
Jun Wang ◽  
Jonte A Myers
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Response To Intervention ◽  
Special Education Teachers ◽  
Shared Knowledge ◽  
Instructional Systems

This chapter examines the role professional development (PD) plays in preparing teachers to teach within Response to Intervention (RTI) frameworks, and how future PD efforts might be leveraged to strengthen the preparation of general and special education teachers to coordinate instruction and teach more effectively within multi-tiered instructional systems. This chapter highlights two PD approaches that directly address these issues. Prime Online and Project InSync are two PD innovations that have specifically addressed how PD can be designed to support general and special education teachers in deepening their shared knowledge and improving their ability to enact coordinated instruction across instructional tiers within RTI frameworks.

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

Turning the Educability Narrative: Samuel A. Kirk at the Intersection of Learning Disability and “Mental Retardation”

2010 ◽  
Vol 48 (3) ◽  
pp. 180-194 ◽  
Author(s):  
Scot Danforth ◽  
Laura Slocum ◽  
Jennifer Dunkle
Keyword(s):  
Special Education ◽  
Mental Retardation ◽  
Learning Disability ◽  
New Learning ◽  
Iq Scores ◽  
Historical Relationship ◽  
Low Iq ◽  
The 1950S ◽  
Intellectual Potential

Abstract It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between “mental retardation” and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.

scholarly journals Urinary Polycyclic Aromatic Hydrocarbon Metabolites and Attention/Deficit Hyperactivity Disorder, Learning Disability, and Special Education in U.S. Children Aged 6 to 15

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Zaynah Abid ◽  
Ananya Roy ◽  
Julie B. Herbstman ◽  
Adrienne S. Ettinger
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Developmental Disorders ◽  
Hyperactivity Disorder ◽  
Pah Metabolites ◽  
Polycyclic Aromatic ◽  
Pah Exposure ◽  
The Relationship

Exposure to polycyclic aromatic hydrocarbons (PAHs) adversely affects child neurodevelopment, but little is known about the relationship between PAHs and clinically significant developmental disorders. We examined the relationship between childhood measures of PAH exposure and prevalence of attention deficit/hyperactivity disorder (ADHD), learning disability (LD), and special education (SE) in a nationally representative sample of 1,257 U.S. children 6–15 years of age. Data were obtained from the National Health and Nutrition Examination Survey (NHANES) 2001–2004. PAH exposure was measured by urinary metabolite concentrations. Outcomes were defined by parental report of (1) ever doctor-diagnosed ADHD, (2) ever doctor- or school representative-identified LD, and (3) receipt of SE or early intervention services. Multivariate logistic regression accounting for survey sampling was used to determine the associations between PAH metabolites and ADHD, LD, and SE. Children exposed to higher levels of fluorine metabolites had a 2-fold increased odds (95% C.I. 1.1, 3.8) of SE, and this association was more apparent in males (OR 2.3; 95% C.I. 1.2, 4.1) than in females (OR 1.8; 95% C.I. 0.6, 5.4). No other consistent pattern of developmental disorders was associated with urinary PAH metabolites. However, concurrent exposure to PAH fluorine metabolites may increase use of special education services among U.S. children.

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