The National Center for Learning Disabilities (NCLD) has scheduled a panel discussion about prevention of Learning Disabilities. Entitled “RTI Goes to Pre-K: A Comprehensive System for Early Intervention to Promote School Readiness,” the discussion is slated for 11-noon on Wed. 30 January 2008 in HC-6 U.S. Capitol Building, Washington (DC, US).
Participants will discuss the most recent data that supports [sic] the need for universal early literacy screening and supportive services before children enter kindergarten and will specifically discuss the impact of a new program — Recognition and Response — on students in preschool and will highlight key policy recommendations.
The cherished chalice of special education is the prevention of problems rather than the remediation of them. With support of their sponsors, NCLD and the Recognition-and-Response folks have been pursuing that grail, and I hope that they succeed in their early early-intervening efforts. The topics of early intervening services and response-to-intervention are quite current, so this should be a valuable opportunity. I’m sorry that I can’t be there.
I doubt that it is the focus of this panel discussion, but I hope that NCLD and its partners will describe research evaluating whether the practices promoted under this initiative are effective and efficacious. It’s terribly important to know whether the recommended methods result in fewer subsequent literacy, numeracy, social, and receptive or expressive language problems. Answering these questions will require large-scale longitudinal research.
NCLD requests that visitors RSVP to RTIEvent@ncld.org by January 29. Visit NCLD at LD.org and learn more about Recognition and Response, please visit recognitionandresponse.org.
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