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. |