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Responsiveness to Intervention: 1997 to 2007

Bradley, Renée, Danielson, Louis, Doolittle, Jennifer·2007·TEACHING Exceptional Children

DOI 10.1177/004005990703900502

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Abstract

The OSEP Uaming Disabilities initiative In 1997, during the process of reauthorizing the Individuals with Disabilities Education Act [IDEA), the National Joint Committee on Learnitig Disabilities [NJCLD) wrote a tetter to the U.S. Office of Special Education Programs [OSEP) expressing concern that neither early nor accurate identification of specific learning disabilities [SLD) was occurring [NJCLD, 1997). The activities that followed the response from OSEP to the NJCLD letter have becotne known as the Learning Disabilities, or LD, Initiative [Bradley & Danielson, 2004). The LD Initiative began as a comprehensive attempt to bring researchers, professional organizations, advocacy groups, educators, and other stakeholders to a consensus regarding the identification and implementation of improved procedures for SLD identification. The goal of the LD Initiative was to improve the process and ensure accurate and efficient identification of students with SLD. Reliance on the use of the discrepancy approach to determine eligibility for special education services had resulted in students with SLD not being identified until they had experienced multiple years of failure. Additionally, this approach provided teachers little information on which they could base instructional decisions. The purpose of this article is to provide: [a) a brief description of tbe conclusions of the LD Initiative and the impact these conclusions have had, [b) an overview of the new regulations regarding respo…

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Identification of learning disabilities: research to practice
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Self-citation
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Self-citation
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Bradley, R., & Danielson, L. C. (2004) · Learning Disability Quarterly · doi:10.2307/1593671 · Cited by 30
Self-citation
Past Accomplishments and Future Challenges
Danielson, L. C., Doolittle, J., & Bradley, R. (2005) · Learning Disability Quarterly · doi:10.2307/1593613 · Cited by 20
Self-citation
Disability Profiles of Elementary and Middle School Students with Disabilities. SEELS (Special Education Elementary Longitudinal Study).
Wagner, M. M., & Blackorby, J. (2002) · Cited by 15

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Authors: Bradley, R., Danielson, L., & Doolittle, J.
Corresponding author: Bradley, Renée
Venue: TEACHING Exceptional Children
Publisher: SAGE Publications
Published: 2007-05
Volume: 39
Issue: 5
Pages: 8-12
ISSN: 0040-0599 (ISSN-L)
2163-5684
DOI: 10.1177/004005990703900502
OpenAlex: W2227764050
Cited by: 129
References: 6
Citations by year: 2026: 2 · 2024: 2 · 2023: 2 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 8 · 2018: 4 · 2017: 6 · 2016: 5 · 2015: 14 · 2014: 10 · 2013: 12 · 2012: 14
FWCI: 17.36
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Teaching Exceptional Children (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: Response to Intervention, specific learning disabilities, IDEA reauthorization, special education eligibility, technical assistance, early identification of learning difficulties

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Responsiveness to Intervention: 1997 to 2007

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