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Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (Brief Article)

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eBook details

  • Title: Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (Brief Article)
  • Author : Exceptional Children
  • Release Date : January 22, 2007
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 277 KB

Description

Individuals with learning disabilities constitute approximately 5% of the school-age population (U.S. Department of Education, 2000). Because of the additional costs involved in educating this population, as well as the potential stigma associated with a disability label, accurate identification is crucial. Yet, the traditional method for identifying these students, which relies on a discrepancy between intelligence and achievement, has come under attack for conceptual and technical problems (see Vaughn & Fuchs, 2003). One model for reorienting learning disabilities identification, codified in the most recent reauthorization of the federal disabilities law, involves documenting a child's inadequate response to scientifically validated or research-based intervention. The central assumption is that a lack of responsiveness to a generally effective intervention eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. Most responsiveness-to-intervention (RTI) models of learning disabilities identification occur within a multitier prevention system. Although some RTI systems incorporate four or more layers of intervention, most include three tiers, as follows. General education is the first tier, and students who enter the RTI learning disabilities identification process must first show evidence of failing in this mainstream setting. After that, educators administer a second tier of prevention, which involves scientifically validated or research-based small-group tutoring. Students who show poor response to this second and more intensive tier of intervention enter special education, which is the third and most intensive instructional tier.


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