Abstract
A dialogue about responsiveness to intervention (RTI) is being conducted by experts in the field of special education and more particularly in learning disabilities (LD). RTI is proposed at once as a method of prevention and as an alternative to IQ-achievement discrepancy for diagnosing LD, depending on the author's perspective or the vintage of the literature. Despite parallel interests of so many stakeholders, the role and voice of speech-language pathologists are noticeably missing from the RTI literature. This article presents a compact history, connections to the field of LD, example approaches, and viewpoints of several organizations participating in the dialogue.