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Competing Views

A Dialogue on Response to Intervention

University of South Florida, batsche{at}tempest.coedu.usf.edu

Kenneth A. Kavale

Regent University

Joseph F. Kovaleski

Indiana University of Pennsylvania

The provision for allowing local education agencies to use an assessment of a student's response to intervention (RTI) in lieu of a consideration of an ability— achievement discrepancy has been a controversial aspect of the 2004 Individuals with Disabilities Education Improvement Act. To address issues that have arisen about RTI, a series of questions was posed to two authors who have written about the topic—one from an advocacy perspective and the other from a critical point of view. Their responses were arranged in a dialogue format so that these divergent views could be fully considered.

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