Today’s bonus episode critiques the historical and current methods for identifying specific learning disabilities (SLD), particularly the shift from the IQ-achievement discrepancy model to Response to Intervention (RtI). It highlights how the “wait-to-fail” approach of the discrepancy model delayed support for struggling students, often misclassifying those with poor instruction or environmental challenges as having intrinsic disabilities. Whilst RtI aims for earlier intervention and relies on ongoing progress monitoring, the article argues it still faces challenges in accurately identifying SLD, especially for gestalt language processors (GLPs) who may be mislabeled as “non-responsive” due to interventions not suited to their learning style. The author of the source article, Dr. Jaime Hoerricks, emphasises that RtI should not be the sole determinant for SLD classification but rather one component of a comprehensive, multi-faceted evaluation that includes diverse data and professional judgment to avoid perpetuating systemic inequities and ensure appropriate support for all learners, particularly GLPs.

Here’s the link to the source article:

This article, from 2022, was central to a big project I was working on last week. So, I added a wee update and created an audio summary. Let me know what you think.

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