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Response to intervention and the identification of specific learning disabilities: Why we need comprehensive evaluations as part of the process

机译：对干预措施的响应和特定学习障碍的识别：为什么我们需要在过程中进行全面评估

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The purpose of this article is to underscore why we need to maintain the presence of comprehensive evaluations in the identification of students with specific learning disabilities (SLDs). Response to intervention (RTI) models hold great hope for early instruction, and the reduction of the overrepresentation of students in special education who are minorities or who are culturally and linguistically diverse; however, new regulations under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) allow for the identification of individuals with SLDs based on an individual's response to instruction. The regulations provide states the option to include standardized testing as part of the RTI model. This approach was proposed as a solution to the widely criticized aptitude-achievement discrepancy formula; however, the unfortunate result could be to simultaneously remove the comprehensive evaluation, an important part of SLD identification. Eliminating the aptitude-achievement discrepancy formula from the identification of SLDs should not be construed as negating the necessity of a comprehensive evaluation (i.e., the need to identify problems in one or more basic psychological processes). Response to intervention models without a comprehensive evaluation cannot provide the evidence needed to identify students with SLDs or to provide protections to appropriately transition students with SLDs from high school to postsecondary services. (c) 2006 Wiley Periodicals, Inc.
机译：本文的目的是强调为什么我们需要在识别特定学习障碍学生（SLD）的过程中保持综合评估的存在。对干预（RTI）模式的响应对早期教学抱有很大希望，并减少特殊教育中少数群体或文化和语言多样性的学生人数过多的现象;但是，根据《 2004年残障人士教育改进法》（IDEA; 2004年）的新规定，可以根据个人对指导的反应来识别具有SLD的个人。该法规规定各州可以选择将标准化测试作为RTI模型的一部分。提出了这种方法，以解决广受批评的能力成就差异公式。但是，不幸的结果可能是同时删除了综合评估，这是SLD识别的重要组成部分。从SLD的识别中消除能力与成就的差异公式不应解释为否定了进行全面评估的必要性（即在一个或多个基本心理过程中识别问题的必要性）。对干预模型的回应如果没有进行全面评估，则无法提供识别具有SLD的学生所需的证据，也无法提供保护以使具有SLD的学生从高中阶段过渡到中学后阶段。 （c）2006年Wiley Periodicals，Inc.

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