Response to Intervention as a Framework for the Prevention and Identification of Learning Disabilities: Which Comes First, Identification or Intervention?

This chapter attempts to represent issues related to Response To Intervention (RTI) within the context of James M. Kauffman's advice about the role of science and social justice when making decisions regarding individuals with disabilities. Recently, researchers involved with school reform efforts in both general and special education have argued that the number of students identified with learning disabilities is greatly influenced by the quality of reading instruction that students receive. RTI is a framework that focuses on two critical features of schooling for students with learning difficulties. RTI is a means for preventing reading difficulties. Students who respond to high-quality instruction or intervention in reading may no longer require special education services. One potential issue related to using data from RTI as a source of information in determining the eligibility of students for special services is that it will promote variability in the prevalence rates of learning disabilities.