Home | Archive: 2007 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000 | September 2005 Article

The Tiered IDEA Model and its Implications for Speech-Language Pathologists
By Erica Anderson

Download this article in a printable PDF file format:

PDF File (149 KB)

As you are likely aware, there have been major changes with the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA). President Bush signed these changes into law on December 3, 2004. One of the changes most noticeable to SLPs is the change in the eligibility criteria for Learning Disabled (LD) programs. In this article, we talk with Barbara Moore-Brown, EdD, CCC-SLP about what these changes mean to SLPs.

"The new language for LD criteria," explains Dr. Moore-Brown, "allows for the use of a Responsiveness to Intervention (RTI) model and prohibits requiring the use of a discrepancy model." Change to an RTI model will involve using a three- or four-tiered model, such as the one discussed below. Dr. Moore-Brown stressed the need for SLPs to be involved in learning and talking about RTI programs so they will be ready for the RTI or other models as they evolve.

As the tiered model and RTI develop, it is important that SLPs and others understand why the LD criteria need to change, as Dr. Moore-Brown explains:

Professional literature has been critical of the discrepancy model of LD for several reasons, as well as the "wait to fail" model of special education. Using a tiered approach, including RTI models, we have opportunities to assist students. Dr. Judy Montgomery and I call it "teach instead of test" [Note: see this month's second Featured Article for more on this topic]. We must remember that the old way of identifying students with learning disabilities was based on fundamentally flawed premises. Today, LD is considered only when we have first ensured that students aren't instructional casualties, or students have not learned due to educational situations, rather than specific learning disabilites. So IDEA 2004 has opened the door for many districts to look at the development of response-to-intervention models—typically within the tiered approach—prior to a student receiving special education assessment.

Some districts have responded by using a four-tiered intervention model:

1.	General Education classroom
2.	Intensive instruction (General or Special Education)
3.	Intensive instruction, known as Early Intervening Services, usually through Special Education
4.	Special Education assessment and determination of eligibility

Some districts use a three-tiered intervention model, while others use models with more than four tiers. "The key is the realization that many different types of intervention need to occur prior to assessment," Dr. Moore-Brown notes. The impact of the IDEA reauthorization on SLPs will be most noticeable in the prevention and intervention areas. "Specifically," says Dr. Moore-Brown, "SLPs will have to expand their service delivery models for IDEA-defined Early Intervening Services." Dr. Moore-Brown also emphasized an important distinction for SLPs to note: the IDEA-defined "Early Intervening Services and/or prevention services for school-aged students should not be confused with Early Intervention, which is a term covering ages birth through three years."

"SLPs must take an active role in the development and/or revamping of programs for the middle tier(s)," Dr. Moore-Brown stressed. "We need to make sure they include services and intervention before a student is recommended for Special Education." The emphasis on the tiered model of IDEA, notes Dr. Moore-Brown, is on the "process of treatment and intervention, rather than pushing kids right into Special Education"—prevention and intervention before identification. "Additionally," she says, "it is important to note that RTI should have specific parameters for entrance, and limitations on the duration of services. In other words, this is much more than a collection place for non-identified students."

Dr. Moore-Brown emphasized the importance of SLPs remaining current with the 2004 IDEA requirements, and encouraged SLPs to attend workshops about this topic. There have been many changes in the new law that are important for SLPs to know about. "These changes," she says, "will require SLPs to continue to examine their roles and responsibilities in the schools." Dr. Moore-Brown also made sure to mention how exciting these changes are for SLPs, students and professionals alike: "It's a fascinating time to be in education!"

Want to find out more? Check out the following resources:

Council for Exceptional Children. (2005). What's New in the New IDEA 2004? Arlington, VA: CEC.

Moore-Brown, B.J., Montgomery, J.K. (2005). Making a Difference in the Era of Accountability: Update on NCLB and IDEA 2004. Eau Claire, WI: Thinking Publications.

Moore-Brown, B.J., Montgomery, J.K., Bielinski, J. & Shubin, J. (2005). Responsiveness to Intervention: Teaching before Testing Helps Avoid Labeling. Top Lang Disorders, 25.2, 148-67.

http://www.ed.gov/policy/speced/guid/idea/idea2004.html