Ethical and Legal Issues Associated with Using Response-to-Intervention to Assess Learning Disabilities

Autor/inn/en	Burns, Matthew K.; Jacob, Susan; Wagner, Angela R.
Titel	Ethical and Legal Issues Associated with Using Response-to-Intervention to Assess Learning Disabilities
Quelle	In: Journal of School Psychology, 46 (2008) 3, S.263-279 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2007.06.001
Schlagwörter	Compliance (Legal); Intervention; Elementary Secondary Education; Learning Disabilities; Ethics; Educational Assessment; Evaluation Methods; Theory Practice Relationship; Disability Identification; Evaluation Problems; Special Education; Federal Legislation + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Ethik; Education; assessment; Bewertungssystem; Theorie-Praxis-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht
Abstract	The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI-based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K-12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10