Stoddard, K., Hewitt, M. & Danforth, S. (1997). The Bridge Project: Bridging the Gap Between University and Schools. Journal of Learning Disabilities, (30) 4, 408-413.

BRIDGE (Being Responsive to Individual Differences in General Education) is a partnership between university faculty and two elementary schools, focusing on the collaborative practices and programs in general and special education. University faculty have adopted new roles as facilitators, rather than “experts,” in working side by side with teachers seeking to increase their sense of professional efficacy. Teachers at the two sites collaborate with university faculty and each other in acquiring new information and practices within four initiative areas. The four initiatives, designed generally to support professional development toward meeting the needs of struggling students, are (a) collaboration between special and general education, (b) family liaisons, (c) teacher research, and (d) teacher education. University student teachers at these two schools receive their clinical education in settings ripe with teacher inquiry, collaboration, and ongoing development of new and creative strategies.

Falik, L. H. (1995). Family Patterns of Reaction to a Child with a Learning Disability A Mediational Perspective. Journal of Learning Disabilities, (28)6, 335-341.

The impact of a child's learning disability on the family system is explored with regard to the general consequences for the system and to the parents' abilities to react to the problems generated for the child and family. Feuerstein's concept of mediated learning experience is proposed as a useful way of understanding the process issues, to assess parental reactions, and to guide more productive and adaptive interventions. Four prototypical patterns of family response are presented, with descriptions of the mediational restrictions and potentialities embedded within them. Implications are presented for both dysfunctional responses and the development of positive and adaptive reactions.

Berkeley, S., Bender, W. N., Peaster, L. G. & Suanders, L. (2009). Implementation of Response to Intervention: A Snapshot of Progress. Journal of Learning Disabilities, (42)1, 85-95.

This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.