Educating individuals with disabilities: IDEIA 2004 and beyond

doi:10.5860/choice.46-1025

Cited by 3 publications

References 65 publications

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Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Reynolds¹,

Shaywitz²

2009

School Psychology Quarterly

169

131

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Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical, problematic issues. Models are being put into practice without adequate research and logistical support and neglect the potential negative long-term impact on students with disabilities. Many implementation problems exist: (a) the vagaries of critical details of the model in practice; (b) the lack of consideration of bright struggling readers; (c) the relativeness, contextual, situation dependent nature of who is identified; (d) the worrisome shortcomings of the RTI process as a means of diagnosis or determination of a disability; and (e) the apparent lack of student-based data to guide effective choice of approaches and components of intervention. Practiced as a model of prevention, the authors agree with the concept of RTI. As the authors witness its application to disability determination sans the benefit of a reliable and valid empirical basis, the potential benefits to some children with disabilities remain an unproven hypothesis while the potential detriment to some children with disabilities remains a very real possibility. Keywords learning disabilities; intelligence; prevention; intervention; diagnosis RTI as a Prevention Strategy: What is the State of the Evidence? Current EvidenceFuchs, Mock, Morgan, and Young (2003), Gresham, Restori, and Cook (2008), Fletcher and Vaughn (2009), Reschly (2005, and many others have described the 2004 changes to the federal laws governing special education eligibility for specific learning disabilities (Individuals With Disabilities Education Improvement Act; IDEIA) focusing on what is commonly know as Response to Intervention (RTI). In doing so, they typically also review evidence in support of the shift to an RTI model of service delivery, most clearly explicated in the recent revisions to rules for implementation of the IDEIA (U.S.

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Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Reynolds¹,

Shaywitz²

2009

School Psychology Quarterly

169

131

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Response To Intervention For Young Children With Mild, Moderate/Severe Cognitive Disabilities: Literature Review

Almalki¹,

Abaoud²

2015

JIER

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Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference

Coke¹

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Purpose of the Study. Support programs have been known to be very effective in helping students succeed academically, socially, behaviorally, and emotionally. The purpose of this study was to investigate teachers' perceptions of the availability and need of a support program for students with learning difficulties who attend elementary schools operated by the Atlantic Union (AU) Conference. The study also identified elements of a support program that teachers perceived as both available and necessary for the academic growth and development of these students. Method. This study employed a survey research methodology in which survey questionnaires were used to gather information from teachers in Seventh-day Adventist elementary schools operated by the AU Conference. The study utilized self-administered survey questionnaires sent to 265 subjects, from 55 elementary schools operated by the AU Conference. Results. Approximately 43% of the teachers reported that support programs were available for students with learning difficulties attending schools in the AU conference. Not surprisingly, about 93% of the teachers indicated there is a need for such a support program. Except for ethnicity and Conferences, no relationships were found between reported availability and demographic characteristics ( p >0.05) and perceived need and demographic characteristics (p >0.05). Teachers employed by the New York (New York and Greater New York) Conference perceive that a comprehensive and collaborative system is available, whereas Northeastern teachers perceive that valuing and addressing diversity, assessment procedures, and comprehensive and collaborative systems are needed. The African American and Caribbean American teachers perceive a greater need for all elements of a support program with the exception of skills development and support. The responding teachers also believe that parents, teachers, and students experience various challenges in not having a support program and that there are many advantages in having such a program. Conclusions. Findings of this study indicate that the majority of AU Conference elementary school teachers perceive that there is a need for a support program to assist students experiencing learning difficulties. Findings also indicate that nearly half of AU Conference elementary school teachers perceive that although some elements of a support program (assessment procedures and positive learning opportunities) may be currently available, elements needed may strongly outweigh availability. These results strongly suggest that there may be a significant need for additional support programs for children with learning difficulties attending AU Conference elementary schools. This study also provides data that may be useful to policy makers and school administrators regarding the specific elements of a support program that teachers perceive as being needed.

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Educating individuals with disabilities: IDEIA 2004 and beyond

Cited by 3 publications

References 65 publications

Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Response To Intervention For Young Children With Mild, Moderate/Severe Cognitive Disabilities: Literature Review

Teachers' Perceptions of the Availability and Need of a Support Program for Students with Learning Difficulties Attending Elementary Schools in the Atlantic Union Conference

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