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Union weighs in on special ed policy Calls for cautious introduction of 'response-to-intervention'
June 8, 2006 From left, special ed teacher Jillian Reilly, NYSUT Vice President Maria Neira and classroom aide Kate Mattison discuss classroom strategies for the self-contained classroom of students in grades 7-9 in Cambridge schools, Washington County. As rollout of the reauthorized Individuals with Disabilities Education Act continues, New York State United Teachers is calling for caution in the implementation of a new but more complex approach to identifying students with learning disabilities. To determine whether a child has a specific learning disability, the new IDEA encourages states to examine results of scientifically based intervention as part of a child's evaluation. "Response-to- intervention" is a process of providing interventions, at increasing levels of intensity, to students who struggle to learn. Progress is monitored at each stage of intervention. NYSUT Vice President Maria Neira noted that the union and its national affiliate, the American Federation of Teachers, recognize RTI's potential to help make decisions on students needing additional help. She urged the State Education Department to move deliberately in developing a policy on RTI. "We support clear policy and guidance in this area to ensure that the identification of students with learning disabilities is determined through a high-quality process that is consistently used," Neira said in a letter to Rebecca Cort, who heads SED's Office of Vocational and Educational Services for Individuals with Disabilities. RTI could impact everything from professional development to higher ed preparation — affecting teachers, students, parents and administrators. Proponents say it can limit the amount of academic failure a student experiences and cut the number of students mistakenly identified as learning-disabled when problems are due to factors like cultural or language differences. Neira said the RTI model could add complex new duties for general ed teachers, who would have a major role in implementing research-based instruction in classes and monitoring student progress. She urged that general ed teachers be central in developing policy on RTI. Neira said some NYSUT members are reporting their districts have begun to implement some form of RTI "without a clear understanding of appropriate research-based models." She called on SED to urge administrators to wait for direction from the state before proceeding. |
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