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Abstract
Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between the controversies of LD and the emergence of RTI. We offer discussion on the evolution of RTI through current practice, along with implications and cautions regarding future practice so that school personnel might gain a better understanding of RTI.
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Notes on contributors
Angela I. Preston
Angela I. Preston is a doctoral student in special education at the University of North Carolina at Charlotte. Her research interests include response to intervention, positive behavior support, mathematics and literacy interventions, and support for classroom teachers.
Charles L. Wood
Charles L. Wood is an associate professor of special education at the University of North Carolina at Charlotte. His research interests are multitiered academic and behavioral intervention, instructional design, and applied behavior analysis.
Pamela M. Stecker
Pamela M. Stecker is a professor of special education at Clemson University, Clemson. Her research focuses on progress monitoring systems for improving teacher planning and student achievement, particularly in literacy and mathematics.
