Poor Responders in RTI

Abstract

States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to improve their academic skills and behavior, we know little about whether RTI reduces the incidence or severity of LD or whether it identifies students with LD more reliably than earlier practices.

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