RTI: Court and Case Law-Confusion by Design

Document Type

Article

Publication Date

5-1-2012

Department

Curriculum, Instruction, and Special Education

School

Education

Abstract

Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a specific learning disability (SLD) under the Individuals with Disabilities Education Act (IDEA). Division is generated because of conflicting mandates specified in IDEA when compared to mandates in the No Child Left Behind Act (NCLB). This article is submitted to address (a) concerns about the misuse of RTI in identifying students with SLD and (b) how schools face the challenges of identifying students with learning disabilities, providing appropriate services within the least restricted environment while attempting to meet the requirements found in NCLB that all children will learn on grade level and be assessed accordingly.

Publication Title

Learning Disability Quarterly

Volume

35

Issue

2

First Page

68

Last Page

71

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