December 4-5, 2003 * Kansas City, Missouri
The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.
Doug Fuchs of Peabody College at Vanderbilt University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
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Douglas Fuchs is professor of special education at Peabody College of Vanderbilt University. Currently, his primary research interests include intervention research to develop instructional programs and assessment procedures for teachers to use with students at risk for school failure. He is co-director of the National Research Center on Learning Disabilities, funded by the Office of Special Education Programs.
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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. |
Funding for NRCLD is provided by the U.S. Department of Education, Office of Special
Education Programs. Award No. H324U010004. Opinions expressed herein are those of the National
Research Center on Learning Disabilities and do not necessarily represent the position of the U.S.
Department of Education.
© 2007 National Research Center on Learning Disabilities
Last Updated: November 19, 2007
Contact: nrcld@ku.edu