Special Education Policy, Response to Intervention, and the Socialization of Youth

Abstract

This article discusses special education policy with a specific focus on response to intervention (RTI), as proponents suggest that this approach meets the goals of both the Individuals with Disabilities Education Improvement Act and No Child Left Behind. Although there are legitimate concerns about the validity and reliability of the measures and interventions used in RTI frameworks (in addition to other challenges), limited research suggests positive outcomes associated with RTI, and the benefits of the conceptual pillars of this framework, namely high-quality instruction, research-based interventions, and systematic screening and progress monitoring, are unequivocal. In addition to reviewing the core features of RTI, this article discusses implications of special education eligibility processes for the socialization of youth. The population targeted by this article includes students in K–12 settings who are at risk for special education placement due to learning disabilities and/or behavioral difficulties.