ABSTRACT
Elsewhere in the book we will talk about the ways in which some school districts determine whether a student meets eligibility criteria for special education services. Some districts continue to use a mathematical formula to make this decision: after a child receives a comprehensive psychoeducational assessment, educators look for a mathematical difference between a child’s scores on intelligence and achievement measures. Many districts, however, are following a national movement towards using what is termed a response to intervention (RTI) approach to identify whether a student has a learning disability.
