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The impact of Response to Intervention on learning disability identification: School based practices

机译：干预措施对学习障碍识别的影响：学校实践

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摘要

The Response to Intervention Guidance for New York State School Districts (2010) document indicates Response to Intervention (RTI) is a mandated general education process intended to provide early interventions to struggling at-risk students. The multi-level RTI framework is structured to include targeted evidence-based interventions of increasing intensity based upon identified student need. Key characteristics of RTI include universal screening, progress monitoring, data based decision-making, and use of evidence-based instructional strategies. According to the Regulations of the Commissioner of Education, Part 200 Students with Disabilities (2015), students failing to make adequate progress within the RTI model may be referred to special education to determine if they are a student with a specific learning disability.;The purpose of the present study is to determine if the mandated RTI process has resulted in significant changes in staff conceptualizations of students with learning disabilities, the procedures for identifying students with learning disabilities, and the classification rates of learning disabilities. The present study examined elementary level RTI procedures, staff perceptions of students with potential learning disabilities, as well as, the learning disability classification rates since the RTI mandate was implemented in 2012. A mixed-methods case study design was conducted. Qualitative methods incorporating, a purposeful sample from one suburban New York school district utilized interviews, focus groups, observations, and artifact collection to triangulate data.;Quantitative analysis examined NYSED historical data for the learning disability classification rates across Nassau and Suffolk County school districts three years before and three years after RTI was mandated in 2012. Paired samples t tests were conducted to analyze the learning disability rates to determine if significant changes have resulted between Nassau and Suffolk County school districts. The present study may provide practical contributions to the education field concerning: (1) RTI implementation, (2) staff perceptions of students with learning disabilities in relation to the RTI process, (3) identification of students with learning disabilities, and (4) whether learning disability rates have significantly changed since the 2012 RTI mandate was initiated in New York.
机译：纽约州学区对干预的指导指南（2010年）显示，对干预的响应（RTI）是一项强制性的普通教育流程，旨在为处境艰难的学生提供早期干预。多层RTI框架的结构包括基于确定的学生需求的，有针对性的循证干预措施，强度不断提高。 RTI的关键特征包括通用筛选，进度监控，基于数据的决策制定以及基于证据的教学策略的使用。根据《教育专员第200部分残障学生条例》（2015年）的规定，未能在RTI模型内取得足够进展的学生可被转到特殊教育中，以确定他们是否是患有特定学习障碍的学生。本研究的目的是确定强制性RTI程序是否导致学习障碍学生的员工概念，识别学习障碍学生的程序以及学习障碍的分类率方面的重大变化。本研究研究了基本的RTI程序，员工对有潜在学习障碍的学生的看法以及自RTI任务于2012年实施以来的学习障碍分类率。进行了混合方法案例研究设计。定性方法结合了来自纽约市郊区一个有目的的样本，利用访谈，焦点小组，观察和人工制品收集来对数据进行三角测量;定量分析检查了NYSED历史数据，以了解拿骚和萨福克郡三个学区的学习障碍分类率在2012年RTI被强制实施之前和之后的三年。进行配对样本t检验以分析学习障碍率，以确定拿骚和萨福克郡学区之间是否发生了重大变化。本研究可为以下方面的教育领域提供实际的贡献：（1）RTI的实施；（2）员工对学习障碍学生与RTI过程相关的看法；（3）识别学习障碍学生的学习；以及（4）自2012年RTI任务授权在纽约启动以来，学习障碍率是否发生了显着变化。

著录项

  • 作者

    Smith, Tina B.;

  • 作者单位

    St. John's University (New York), School of Education and Human Services.;

  • 授予单位 St. John's University (New York), School of Education and Human Services.;
  • 学科 Special education.;Educational administration.;Elementary education.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 196 p.
  • 总页数 196
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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