Murray State Theses and Dissertations

Abstract

In 2004, the federal government gave states the option of using Response to Intervention as a prerequisite to referring children for special education eligibility for learning disabilities (Individuals with Disabilities Education Act, 2004). Research has generally supported this model although anecdotal evidence has suggested that the decrease in eligibility for learning disabilities is due to the reluctance of schools to refer children for learning disability eligibility because of the time required to implement the interventions prior to referral. The purpose of this study was to determine the influence that this model has had upon eligibility numbers in a large special education cooperative spanning 21 school districts. The study revealed that while the number of children eligible for services as a child with a learning disability dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion.

Year manuscript completed

2017

Year degree awarded

2017

Author's Keywords

RTI Effectiveness, Special Education, Learning Disabilities

Degree Awarded

Educational Specialist

Department

Education

College/School

College of Education & Human Services

Thesis Advisor

Mardis D. Dunham

Committee Chair

Mardis D. Dunham

Committee Member

Su Bloomdahl

Committee Member

Justin Brogan

Document Type

Thesis

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