JAASEP FALL 2006 Part 1 of 7
All series
- ADHD Series
- Assessment in Special Education Series
- Autism Spectrum Disorders Series
- Bullying of Children
- Classroom Management Series
- Diagnosis of Students with Disabilities and Disorders Series
- Discipline of Students in Special Education Series
- Early Intervention Series
- Genetics in Special Education Series
- How To Series
- IEP Components
- Inclusion Series
- JAASEP – Research Based Journal in Special Education
- LD Report
- Lesser Known Disorders
- NASET News Alert
- NASET Q & A Corner
- NASET Survival Guides
- Parent Teacher Conference Handouts
- Resolving Disputes with Parents Series
- RTI Roundtable
- Severe Disabilities Series
- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
Abstract
Recent legislation offers the option of using a response to intervention (RTI) procedure for documenting a learning disability. While we generally support the use of response to intervention procedures for eligibility determinations, there are many unanswered questions on implementation of this procedure as well as some question as to the overall efficacy of this procedure when used as an eligibility tool. This article presents many of these issues, and suggests our recommendations as to the possible solutions.