Sometimes when writers are writing, there is information that they would like to include or to share with the reader that doesn't really fit into the flow of the narrative or the text. When this happens, writers will use a footnote.
A footnote is included at the end of a text, or at least at the bottom of a page of text, and it includes extra, or ancillary, material. This information is not necessarily needed to understand the text, but it often provides context that can support understanding. In addition, footnotes are sometimes used to give information about the source of information or copyright information.
The example below is a text where several footnotes have been added. Notice that each footnote is noted with a superscript number, and then the footnote is inserted at the bottom of the page. Footnotes are numbered consecutively throughout a text-the numbers do not restart on subsequent pages.
When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, it was renamed the Individuals with Disabilities Education Improvement Act (IDEIA)1 and included a provision for states to use a process of measuring how a student responds to research-based interventions in the determination of eligibility under the category of specific learning disability: "In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention" (20 U.S.C. ยง1400)2. This provision banned the requirement of a discrepancy model in the identification of students with specific learning disabilities. Instead, the legislation allowed for the use of a process "based on the child's response to scientific, research-based intervention" (Duffy, 2007, p. 2). This process is most commonly referred to as Response to Intervention, or RTI. By 2007, a year after the regulations for IDEA were finalized, all but
Sailors, A. (2014). Policy implementation as situated dialogue: A case study of response to intervention
1) Although the legislation was renamed at the time of reauthorization in 2004, it is still widely referred to in the literature and practice as IDEA. The addition of the word "Improvement" is significant, in light of the new focus on student outcomes rather than merely on equal access. However, throughout the rest of the paper, I will refer to the law as IDEA, as that is the widely recognized acronym.
2) For additional language from the legislation, see appendix A.
3) Previously, a student was found eligible for a specific learning disability through the use of standardized measures of mental ability and achievement to determine if a discrepancy existed between the two.
(RTI) implementation using a philosophical hermeneutic frame. Dissertation. University of Georgia: Athens, GA. USA