clude achievement (e.g., reading, writing, mathematics), social behavior, and emotional regulation. As is currently the case, eligibility determination would also require a judgment by a multidisciplinary team, including parents, that special education is needed.

We provide more detail regarding our intended meaning below:

  • The proposed approach would not negate the eligibility of any student who arrives at school with a disability determination, or who has a severe disability, from being served as they are currently. Our concern here is only with the categories of disability that are defined in the school context in response to student achievement and behavior problems.

  • While eligibility for special education would by law continue to depend on establishment of a disability, in the committee’s view, noncategorical conceptions and classification criteria that focus on matching a student’s specific needs to an intervention strategy would obviate the need for the traditional high-incidence disability labels such as learning disability (LD) and emotional disturbance (ED). If traditional disability definitions are used, they would need to be revised to focus on behaviors directly related to classroom and school learning and behavior (e.g., reading failure, math failure, persistent inattention, and disorganization).

  • By high-quality interventions we mean evidence-based treatments that are implemented properly over a sufficient period to allow for significant gains, with frequent progress monitoring and intervention revisions based on data. Research-based features of intervention quality are known and must be implemented rigorously, including:

    1. an explicit definition of the target behavior in observable, behavioral language;

    2. collection of data on current performance;

    3. establishment of goals that define an acceptable level of performance;

    4. development and implementation of an instructional or behavioral intervention that is generally effective according to research results;

    5. assessment and monitoring of the implementation of the intervention to ensure that it is being delivered as designed, frequent data collection to monitor the effects of the intervention, revisions of the intervention depending on progress toward goals, and evaluation of intervention out-

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