The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…

The paper delineates three observable and measurable variables in the regular classroom (response opportunity, teacher-student interaction, and social acceptance) which the placement team can use to make the initial placement decision and to evaluate educational progress in the future for learning disabled students. (Author)

The guidelines focus on procedures for determining eligibility for services of children with specific learning disabilities. A 13-step process is delineated from the classroom teacher's response to individual learner needs through multifactored evaluation team function to annual review and reevaluation. Throughout the process, special emphasis is…

The article describes characteristics of gifted students who also have learning disabilities, and offers guidelines for assessment, early intervention, placement, and intervention strategies geared to the specific disabilities. (DB)

The paper is intended to provide Oregon schools with guidance on interpretations regarding evaluation of children with specific learning disabilities (LD), as required by the regulations for the Education for All Handicapped Children Act, P.L. 94-142. A list of definitions is followed by guidelines for protection in evaluation procedures with all…

Based on an extensive literature search, this paper identifies key actions school administrators may take regarding systems that limit or avoid student referrals for special education services. Findings indicate that referrals may be limited by early intervention strategies and overall improvement of the mainstream educational system. Includes 93…

Examines how programs and educational alternatives for the gifted can be modified for learning disabled students. Reviews difficulties in identifying gifted learning disabled through teacher nomination, group achievement scores, group intelligence tests, and previously demonstrated accomplishments and placement in mainstreaming, resource room,…

Presents a classroom method by which teachers can decide upon the placement of and type of instruction for reading disabled children. (FL)

This follow-up article reasserts the need for professionals to avoid hasty identification of children with unusual test performances as "learning disabled." A child diagnosed as "learning disabled" at age 7 transferred to a different school, was placed in a gifted program, and is performing well in grade 11. Implications for the evaluation of deaf…

A model is presented for assuring the appropriate identification and referral of students with learning disabilities to special education. The model formalizes a regular education component in six steps for implementation in regular education contexts, followed by seven procedural safeguards once a student has been referred for comprehensive…

Teachers of gifted children read a descriptive vignette of a hypothetical gifted student and rated their willingness to refer the student for gifted program placement. Results showed that the 197 teachers were influenced by the presence of the educational label "learning disabled" and by the social class of the student. (Author/JDD)

This study examined whether Texas students who are gifted and learning disabled are being identified for gifted programs. Survey results from gifted program coordinators (n=386) showed that few school districts (n=75) selected gifted children with learning disabilities for gifted programs. Fewer districts reported identification of these students…

Evaluation of a checklist by teachers to rate 60 secondary level learning-disabled and nondisabled students for mainstream competencies found no overall mean group differences and no inter-rater reliability, though ratings on work habits did predict course grades for all three groups (fully mainstreamed, partially mainstreamed, and nondisabled).…

The demands that music classes make on students may be very complex, even at the elementary level, and educators responsible for mainstreaming educable mentally retarded or learning disabled students should examine music programs carefully before deciding that they are appropriate mainstreaming environments. Music teachers should be involved in…

The study reviewed application of the Myklebust Learning Quotient Method of identifying learning disabilities (LD) in the Macomb (Illinois) community school district from 1980 to 1987. The learning quotient (LQ) is a ratio of actual achievement to expected achievement. The Macomb program established ability estimates by use of the Wechsler…