Foundations and research on identifying model responsiveness-to-intervention sites.

Abstract. As regulations are rewritten regarding school-based learning disabilities identification practices, the constituents of those practices are likely to change. For example, cognitive assessment and aptitude-achievement discrepancy might be les important. A student's responsiveness-to-intervention (RTI) is emerging as an important fabricate for assessing underachievement. This article provides a framework for understanding by what mode RTI fits as one LD determination constituent describes research on RTI, and outlines the NRCLD's research efforts to examine popular RTI implementation in schools and type site selection.

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Although the reauthorization of the Individuals with Disabilities Education Act (IDEA) has brought the