Responsiveness to Intervention and Learning Disabilities

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69 citations0/0 files storedLearning Disability Quarterly

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

Abstract

The National Joint Committee on Learning Disabilities (NJCLD) is a national committee representing 11 organizations concerned about individuals with learning disabilities. The NJCLD considers and discusses contemporary issues in learning disabilities and develops and disseminates reports and statements related to these issues to influence policy and practice. Debi Gartland, Ph.D., Professor of Special Education at Towson University, Maryland, and Roberta Strosnider, Ed.D., Professor of Special Education at Towson Univeristy, represent the Council for Learning Disabilities on the NJCLD. They co-authored this paper with other NJCLD members. For more information about the paper or the NJCLD, contact Debi Gartland at gartland@towson.edu . The purpose of this NJCLD report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). After brief overview of the approach, issues related to RTI implementation, including use as an eligibility mechanism, parent participation, structure and components, professional roles and competencies, and needed research, are addressed. The report is neither a position paper nor a “how-to guide” for implementing an RTI approach.

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References

2001Intensive Remedial Instruction for Children with Severe Reading Disabilities 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 2003Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems 2001Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children 2000Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers 2000The Underlying Message in LD Intervention Research: Findings from Research Syntheses 2003Identification of learning disabilities: research to practice 2002Identification of Learning Disabilities

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2008A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models 2014Incorporating RTI in a Hybrid Model of Reading Disability 2009An Investigation of Treatment Scheduling for Phonemic Awareness With Kindergartners Who Are at Risk for Reading Difficulties 2009Obscuring Vital Distinctions: The Oversimplification of Learning Disabilities within RTI

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