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eBook details

• Title: What's Happening in Special Education?(Among the Periodicals) (Report)
• Author : Childhood Education
• Release Date : January 22, 2008
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 183 KB

Description

The relationship between special education and general education is constantly changing. In the past 10 years, responsiveness to intervention has become a mandated process in the United States (see Goldman & Aldridge, 2007). Many general education teachers are still unaware of this. Also, practices have changed in early intervention and early childhood special education. The deficit model has been replaced by a strengths orientation and inclusive opportunities have increased for students with special needs. Co-teaching has replaced pullout models, and consultation and collaboration are necessary to implement appropriate and necessary services. The following reviews reflect all of these changes. RESPONSIVENESS TO INTERVENTION: 1997 to 2007. Bradley, R., Danielson, L., & Doolittle, J. Teaching Exceptional Children, 2007, 39(5), 8-12. This article traces the history of responsiveness to intervention over the last 10 years. Responsiveness to intervention, often referred to as RTI, began with a letter from the National Joint Committee on Learning Disabilities (NJCLD) "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" (p. 8). Previously, specific learning disabilities were identified using a "discrepancy approach to determine eligibility for special education services" (p. 8), and so many children did not qualify for special education services until 2nd or 3rd grade. The NJCLD believed that this definition was not helping identify children who were in need of services early enough. Thus, a dialogue began between the NJCLD and the Office of Special Education Programs. From this dialogue, RTI developed.

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