Abstract
Speech–language pathologists (SLPs) working in the schools have been responsible for the evaluation and treatment of students with language disabilities. Treatment has been primarily provided outside of the classroom in small groups. Regular educators and SLPs have not generally collaborated about students who have not already been identified as having special education needs. Recent changes in federal special education law present school districts with the opportunity to use a student's responsiveness to intervention (RTI) as an important indicator of need for special education. These changes could significantly affect the role and responsibilities of SLPs. SLPs must be prepared to participate in the development and implementation of RTI procedures. This article provides information about the specific legal and fiscal changes driving the development of RTI procedures and offers suggestions for SLPs to take a leadership role in the process.
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