What is the most frequently discussed alternative to current SLD identification?
The study indicates that the ‘response to treatment’ or ‘response to intervention’ approach is receiving most of the attention as an alternative to the ability-achievement discrepancy method. Such an approach uses a multi-tiered process in which students experiencing learning difficulties are provided instructional support in general education that increases in intensity over time, eventually leading to special education services for those students who do not respond to any of the prior remedial interventions. This approach promises to help reduce the time between identification and treatment, since it is based on a problem-solving model using individualized evaluation and continuous progress monitoring. However, such an approach is highly dependent upon improvement to the current level of professional development available to general education teachers, enhanced collaboration between general and special education teachers, as well as understanding and support from parents. The ongoing
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