Responsiveness to Intervention: 1997 to 2007

Renée Bradley · Louis C. Danielson · Jennifer Doolittle

129 citations0/0 files storedTeaching Exceptional Children

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Behavioral and Psychological Studies Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

The OSEP Uaming Disabilities initiative In 1997, during the process of reauthorizing the Individuals with Disabilities Education Act [IDEA), the National Joint Committee on Learnitig Disabilities [NJCLD) wrote a tetter to the U.S. Office of Special Education Programs [OSEP) expressing concern that neither early nor accurate identification of specific learning disabilities [SLD) was occurring [NJCLD, 1997). The activities that followed the response from OSEP to the NJCLD letter have becotne known as the Learning Disabilities, or LD, Initiative [Bradley & Danielson, 2004). The LD Initiative began as a comprehensive attempt to bring researchers, professional organizations, advocacy groups, educators, and other stakeholders to a consensus regarding the identification and implementation of improved procedures for SLD identification. The goal of the LD Initiative was to improve the process and ensure accurate and efficient identification of students with SLD. Reliance on the use of the discrepancy approach to determine eligibility for special education services had resulted in students with SLD not being identified until they had experienced multiple years of failure. Additionally, this approach provided teachers little information on which they could base instructional decisions. The purpose of this article is to provide: [a) a brief description of tbe conclusions of the LD Initiative and the impact these conclusions have had, [b) an overview of the new regulations regarding response to intervention [RTI) and the identification of children with SLD, and (c) information about current technical-assistance activities. Early in the work of the LD Initiative, RTi emerged as a concept worthy of investigation. One of the original consensus statements from the collaborative work on the LD Initiative stated:

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2003Identification of learning disabilities: research to practice 2002Identification of Learning Disabilities

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2013Stigma of a Label 2010Observing Co-Teaching: What to Ask For, Look For, and Listen For 2014Client Progress Monitoring and Feedback in School-Based Mental Health 2011Undermining inclusion? A critical reading of response to intervention (RTI)2007Response to Intervention: Building the Capacity of Teachers To Serve Students with Learning Difficulties 2012Aligning Transition Services With Secondary Education Reform 2009The prevention science of reading research within a Response‐to‐Intervention model 2015Response to Intervention: Where It Came From and Where It's Going

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