This document discusses two models for identifying special needs students who require special education: the discrepancy model and the response to intervention model. The discrepancy model identifies students eligible for special education if their academic achievements are significantly below what would be expected based on their IQ. The response to intervention model identifies students experiencing learning difficulties in the first two school years and subjects them to a reading program to determine if they need special education based on their response. Both models can effectively identify students who need special education services, but each also has some limitations and potential for inaccurate assessments.