In Alternative Facts Are Alive in Education As Well: A Response to Johns, Kauffman, and Martin, a group of psychologists, special educators, school administrators, and others interested in educational policy respond to the monograph by Johns, Kauffman, and Martin (2016) published on SpedPro. The signatories to the response, who are listed in the appended table, raise and respond to a series of three questions. Here are those questions, drawn from the document:
- Is their [Johns et al.] distain for RTI an implicit endorsement of the use of ability achievement discrepancy models or its more complicated and even less reliable counterpart, patterns of cognitive strengths and weaknesses, as their preferred method of SLD identification?
- Do the authors believe that general education is committed to, and successfully implementing research- based intervention(s), that promote early intervention, prevent disabilities, and reduce the need for special education for some students?
- Do the authors believe that as currently implemented, that beyond procedural compliance, special education provides the powerful intervention(s) that students with disabilities need to be successful in school and the workplace?
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|Mark R. Shinn, Ph.D.||Jack M. Fletcher, Ph.D.||Jim Ysseldyke, Ph.D.|
|Robert Pasternack, Ph.D.||Stevan Kukic, Ph.D.||W. Alan Coulter, Ph.D.|
|Chris McHugh||Susan M. Koceski, Ph.D.||Ed P. O’Connor, Ph.D.|
|Chris Birr, Ed.S.||Rebecca C. Davis, M.Ed.||Erica Lembke, Ph.D.|
|Ed Steinberg, Ph.D.||John L. Hosp, Ph.D.||Kim Gibbons, Ph.D.|
|Daniel J. Reschly, Ph.D.||Corey D. Pierce, Ph.D.||David Tilly. Ph.D.|
|Jeremy W. Ford, Ph.D.||Randy Allison||Beth Harn|
|Judy Elliott, Ph.D.||George M. Batsche, Ed.D.||Leanne S. Hawken, Ph.D.|
|Joseph F. Kovaleski, D.Ed.||James A. Tucker, Ph.D.||Lisa H. Stewart, Ph.D.|