Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Application of the RtI Model in Learning Disability Diagnosis: Perceptions of Current Practices by New Jersey Special Education Administrators

  • Pamela E. Lowry, Ed.D. (Author) Georgian Court University image/svg+xml
    Pamela E. Lowry, Ed.D., is an assistant professor and director of the Learning Disability Teacher Consultant program at Georgian Court University in Lakewood, New Jersey. She is a NJ licensed Learning Disabilities Teacher Consultant and Nationally Certified Educational Diagnostician. Dr. Lowry earned her doctorate from Rutgers University in New Brunswick, NJ. She has worked in public education as a special education teacher, LDTC and special education administrator. Her research interests include assessment and diagnosis of students with learning disabilities and effective inclusive teaching practices.
DOI
https://doi.org/10.64546/jaasep.212
Abstract
This paper examines current practices in implementing a Response to Intervention (RtI) in diagnosing specific learning disabilities. The use of the aptitude achievement discrepancy model, RtI model or a combination is reviewed. A survey of special education administrators in New Jersey compares methods of identification and consistency of application across districts. Findings indicate that few districts are currently implementing RtI along with the discrepancy model in determining eligibility with a specific learning disability. No district is using RtI as the sole determinant for this classification category. RtI models differ across districts with no consistency in interventions or screening tools.
Keywords
Educational Legislation, Equal Education, Federal Legislation, Special Education, Elementary School Students, Learning Disabilities
References

Brueggermann, A.E., Kamphaus, R. W. & Dombrowski, S.C. (2006). An impairment model of learning disability diagnosis. Professional Psychology: Research and Practice, 39 (4), 424-430. DOI: https://doi.org/10.1037/0735-7028.39.4.424

Comprehensive assessment and evaluation of students with learning disabilities: A paper prepared by the National Joint Committee on Learning Disabilities. (2011) Learning Disabilities Quarterly. 34 (1), 3-16. DOI: https://doi.org/10.1177/073194871103400101

Fuchs, L.S. & Fuchs. D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39(5), 14-20. DOI: https://doi.org/10.1177/004005990703900503

Hale, J. (2010). Critical issues in response to interventions, comprehensive evaluation and specific learning disabilities identification and intervention: an expert white paper consensus. Learning Disability Quarterly, 33(3), 223-236. DOI: https://doi.org/10.1177/073194871003300310

Individuals with Disabilities Education Improvement Act (IDEA) regulations, 20 U. S.C. § 1400 et seq. (2004).

Kavale, K.A., Kauffman, J.M., Bachmeier, R. J. & LeFever, G.B. (2008). Response-to-intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification. Learning Disability Quarterly, 31, 135-150. DOI: https://doi.org/10.2307/25474644

McKenzie, R.G. (2009). Obscuring vital distinctions: the oversimplification of learning disabilities within RTI. Learning Disabilities Quarterly. 32(4) 203-215. DOI: https://doi.org/10.2307/27740373

Zirkel, P. (2011). RTI: Confusion in the case law and the legal commentary. Learning Disability Quarterly, 34(4), 242-247. DOI: https://doi.org/10.1177/0731948711421760

There are 8 references in total.
How to Cite
Lowry, P. E. (2013). Application of the RtI Model in Learning Disability Diagnosis: Perceptions of Current Practices by New Jersey Special Education Administrators. Journal of the American Academy of Special Education Professionals, 8(2), 98-103. https://doi.org/10.64546/jaasep.212

Spring/Summer 2013

Article Information

  • Article Type Articles
  • Submitted May 10, 2013
  • Published June 15, 2013
  • Issue Spring/Summer 2013
  • Section Articles
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