RTI & Identification of Learning Disabilities (Part III)

By Karen J. Rooney
Director, Educational Enterprises, Inc.
Richmond, Va.

Thanks to all for your comments. I think that the field of learning disabilities is evolving as we speak. Heather alluded to one of the biggest problems with identification in the past -- how do we identify young children who have (or are at risk for developing) learning disabilities? With the thought that early intervention is critical, how do we identify young children without missing some and incorrectly identifying others?

Here RTI can really play a role in providing early intervention so the data can be used as part of the identification process, but intervention can be initiated so time is not lost. This sounds as though there should be no problem; however, the questions about staying in a RTI process too long also need to be addressed. When does a child move to more intense instruction? What are the cut-off points that assess progress and alert the team to the need for even more intense or specialized intervention?  What happens to children who do well in the Tier 2 instruction when they return to a classroom that does not have the same level of support?

These are but a few of the questions that make RTI and identification of learning disabilities much more complicated. Many people are concerned about the timeframes for using RTI before a more comprehensive assessment is initiated.
 
To further our discussion, please share any experience, thoughts, or procedures that might address this sticky question related to delaying identification to implement RTI.