Identifying/Treating LD in the Context of RtI: A Hybrid Model: No Fee for CKEC or SESC Member Districts; $35 for Non-Member Districts

Thursday, March 31, 2016 from 8:30 AM to 3:30 PM

  • Presenter: 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

Location: EKU Perkins Building, 721 Lancaster Ave (Kit Carson Drive), Richmond, KY 40475

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