IDEA 2004 Response to Intervention

IDEA 2004 (Individuals with Disabilities Act) clearly defines how a child may or may not be considered learning disabled.

• Testing for a learning disability will be because of difficulty functioning in a given area or areas.
• Discrepancy of functioning between areas is no longer required to determine that a learning disability is present.
• Determination of a learning disability may not be because of lack of appropriate earlier instruction (No Child Left Behind).
• Determination of a learning disability may not be because of environmental or cultural influences.

Now students will be reviewed by school personnel to determine appropriate interventions in the regular classroom as a means of addressing delays. The theory is that early intervention will result in fewer children being referred for special education testing. All classroom instruction (including early intervention) should be based on scientifically based practices.

What types of early interventions might be used? Using a variety of teaching methods and expectations to meet student needs is often referred to as differentiated instruction:

• Guided reading instruction across content areas
• Simliar, but differently structured written work (Ex. offering word banks for workbook answer spaces unstead of expecting the student to come up with the answer on his own)
• Reduced amount of written work

More articles on learning disabilties: Causes of ADHD and Language Delays and Halloween Fun

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