Changes in Specific Learning Disability and Language Impairment Prevalence Before and After Implementation of Response to Intervention Mandate

• In Event: Educational Policies and Law: Free Appropriate Public Education, Equity, and Safety

Abstract

The Response to Intervention (RTI) framework provides tiered levels of support in general education (K-12) to improve student outcomes and also may relate to special education determinations. We explored publicly available longitudinal data to determine whether significant changes occurred in the prevalence rates for two high incidence disabilities: specific learning disability (SLD), and language impairment (LI) across ten school years, before and after a statewide mandate requiring RTI implementation. There were significant changes in the prevalence rates for both SLD and LI from pre- to post RTI implementation; LI prevalence increased and SLD prevalence decreased. Prevalence changes have maintained over multiple subsequent school years. The findings have important implications for the identification of SLD and LI throughout the school years.

Authors

• Shannon Hall-Mills, Florida State University

• Leesa Marante, Florida State University