Affiliation:
1. Division of Adult Studies, University of Kansas Center for Research on Learning
2. University of Kansas Center for Research on Learning
Abstract
As regulations are rewritten regarding school-based learning disabilities identification practices, the components of those practices are likely to change. For example, cognitive assessment and aptitude-achievement discrepancy might be less important. A student's responsiveness-to-intervention (RTI) is emerging as an important construct for assessing underachievement. This article provides a framework for understanding how RTI fits as one LD determination component, describes research on RTI, and outlines the NRCLD's research efforts to examine current RTI implementation in schools and model site selection.
Subject
Behavioral Neuroscience,General Health Professions,Education
Cited by
29 articles.
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