Is Response to Intervention the Answer to the Eligibility Mess?ExpressO (2012)
AbstractABSTRACT The 2004 Amendments ushered in new controversial provisions to the 30 year-old Individuals with Disability Education Act (IDEA). In an effort to cure several issues at once, one of these provisions allows districts to replace the much maligned discrepancy model with a process referred to as the Response to Intervention (RtI) model. RtI was intended to more accurately identify students as eligible under the category of learning disabilities under the IDEA, with a conscious focus on avoiding over-identification and mis-identification. Another priority was early intervention by identifying children before they reach third grade. These lofty goals were certainly worthwhile, but were they realistic? And, has RtI, as it is commonly implemented, taken on more than it should? This article will examine RtI from its inception to its appropriate place in the eligibility of students within the category of learning disabilities. It will argue that RtI has its place, but is not the answer to the eligibility mess without modification. Instead, it has chipped away at some of the core rights upon which the IDEA was founded when it leaves parents out of the process, and denies students services by delaying the eligibility process.
- Response to Intervention,
- Individuals with Disabilities Education Act,
Publication DateAugust 15, 2012
Citation InformationRebekah Gleason Hope. "Is Response to Intervention the Answer to the Eligibility Mess?" ExpressO (2012)
Available at: http://works.bepress.com/rebekah_hope/4/