Identifying/Treating LD in the Context of RtI: A Hybrid Model No Fee CKEC/SESC, $35 Non Member 

Speaker: Dr. Jack Fletcher

Target Audience: School psychologist, Directors of Special Education

Description: The formal incorporation of Response-to-Intervention (RTI) models in the 2004 reauthorization of the Individuals with Disabilities in Education Act (IDEA 2004; USDOE, 2004) signaled a major change in approaches that schools may use to identify students as eligible for special education in the learning   disability (LD) category. School-based interdisciplinary teams must contend with these changes to identify children at risk for LD, determine their eligibility for special education, and most importantly, develop effective intervention approaches. Reviewing the historical definitions of LD and articulating the scientific basis for the changes in identification and intervention introduced by IDEA 2004 provides some insight into how the recent changes affect the accuracy and utility of diagnostic decision making in the area of LD. The science of LD prioritizes intervention over identification, so a major focus is also evidence-based interventions for LD.

PGES Connections:Domain 4

EILA: Yes

If you need ADA accommodations, please email Donna Bell,  donna.bell@ckec.org

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