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Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity
Author(s) -
Lemons Christopher J.,
Vaughn Sharon,
Wexler Jade,
Kearns Devin M.,
Sinclair Anne C.
Publication year - 2018
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12173
Subject(s) - learning disability , special education , psychological intervention , intervention (counseling) , education act , service delivery framework , continuum of care , psychology , least restrictive environment , mathematics education , medical education , service (business) , pedagogy , mainstreaming , political science , medicine , developmental psychology , law , business , health care , marketing , psychiatry
In Endrew F. v Douglas County School District RE‐1 , the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer educational benefit that is more than de minimis. Endrew offers an opportunity for the special education community to consider whether students with learning disabilities have access to a full continuum of services, including individualized, data‐driven, and intensive interventions. We examine predominant models of service delivery, highlight concerns that these are insufficient, and envision an improved continuum of services better aligned with the raised expectations of Endrew . We also highlight important barriers that need to be addressed before an improved continuum can be implemented in many schools in the United States.