介入反應模式在鑑定學習障礙方面的運用

2004年身心障礙者教育法修正案(IDEA)允許使用介入反應模式(responsiveness to intervention)，作爲鑑定學習障礙的另一種模式。本文即針對介入反應模式興起的原因、架構、優點、尚未解決議題與現今研究的方向進行探討，並提供相關建議，期能對國內制定學習障礙鑑定政策方面注入新的觀念。

The recent reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) allowed for the use of response-to-intervention (RTI) as an alternative to discrepancy-based models for identification of learning disabilities (LD). A brief overview of the approach was provided， including attributes， characteristics， and promising features， as well as issues， concerns， unanswered questions， and research needs. According to issues related to RTI implementation， the author offered some suggestions to improve identification of learning disabilities.