A Response to "Competing Views: A Dialogue on Response to Intervention": Why Response to Intervention Is Necessary but Not Sufficient for Identifying Students with Learning Disabilities

Autor/inn/en	Vaughn, Sharon; Fuchs, Lynn S.
Titel	A Response to "Competing Views: A Dialogue on Response to Intervention": Why Response to Intervention Is Necessary but Not Sufficient for Identifying Students with Learning Disabilities
Quelle	In: Assessment for Effective Intervention, 32 (2006) 1, S.58-61 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084060320010801
Schlagwörter	Stellungnahme; Responses; Intervention; Learning Disabilities; Disability Identification; Criteria; Intelligence Quotient; Academic Achievement; Underachievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Intelligenzquotient; Schulleistung; Performance deficiency; Leistungsschwäche
Abstract	We respond to the comments of Batsche, Kavale, and Kovaleski (this issue), on Response To Intervention (RTI) and learning disabilities. Historically, discrepancy between IQ and achievement has been used by many as a criterion for identification of learning disabilities. Recently, RTI is considered as a practice for identifying consistent and persistent underachievement in students and thus providing valuable data for determining learning disabilities. Issues related to the research base for RTI and implications of use of RTI are presented. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10