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Journal of Learning Disabilities
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Research Topics in Responsiveness to Intervention

Introduction to the Special Series

Donald D. Deshler

Center for Research on Learning, University of Kansas

Daryl F. Mellard

Center for Research on Learning, University of Kansas, Dmellard{at}ku.edu

Julie M. Tollefson

National Research Center on Learning Disabilities

Sara E. Byrd

National Research Center on Learning Disabilities

This introduction to the special series provides an overview of the December 2003 Responsiveness-to-Intervention (RTI) Symposium, hosted by the National Research Center on Learning Disabilities (NRCLD). RTI refers to individual, comprehensive student-centered assessment models that apply a problem-solving framework to identify and address a student's learning difficulties. This introduction presents the rationale for the symposium, participant selection, and key questions that provided the underlying framework. Further, we introduce the 14 symposium papers featured in this special issue. The papers represent the high-quality, thought-provoking presentations and subsequent discussions held during the RTI Symposium. Finally, in light of anticipated changes in specific learning disabilities (SLD) determination as indicated by the recent reauthorization of the Individuals with Disabilities Education Act (IDEA; P.L. 108-446), we briefly describe the NRCLD's research, dissemination, and technical assistance efforts related to the assessment and identification of students with learning disabilities.

Journal of Learning Disabilities, Vol. 38, No. 6, 483-484 (2005)
DOI: 10.1177/00222194050380060101
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