Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS,…

Rehabilitation professionals working with students with disabilities and the families of those students face unique challenges in providing inclusive services to special education student populations. There needs to be a focus on adaptive teaching methods that provide quality experience for students with varying disabilities to promote student…

When the author adopted her son, she was an early childhood educator with a Master's Degree who had taught young children for eight years and directed a child care and infant-toddler center for seven. She thought she knew something about children. Actually, she had a great deal to learn. It took years for her to learn about his needs. He slowly…

This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests…

Why do some students go above and beyond what is asked of them while others do just enough to get by? This "Focus On" debunks common underachievement myths (such as "some students aren't capable of learning" or "underachievers are lazy") and looks at ways to create a motivating classroom by providing teachers with effective strategies for engaging…

To assist states and local districts with planning for RTI, the National Center on Response to Intervention (NCRTI) has developed this information brief, "Essential Components of RTI--A Closer Look at Response to Intervention." This brief provides a definition of RTI, reviews essential RTI components, and responds to frequently asked…

The purpose of this article is to offer insights into the complex area of learning disabilities, to provide tips on how to recognize children with various types of learning disabilities, and to offer suggestions for teaching students who are learning disabled. The hope is that with some information and "teaching tips" in this area, more and more…

Responsiveness to intervention (RTI) is proposed as a valuable construct for schools because of its potential utility in providing appropriate learning experiences for all students as well as the early identification of students as being at risk for academic failure. RTI can be conceptualized as providing a framework for systemic reform directed…

Objectives: This report presents national estimates of the prevalence of diagnosed attention deficit hyperactivity disorder (ADHD) and learning disability (LD) in U.S. children 6-17 years of age and describes the prevalence of these conditions for children with selected characteristics. The use of educational and health care services and the…

This handbook was developed as a resource on learning disabilities (LD) for North Carolina educators. The first section covers guidelines for identifying, diagnosing, and developing services for LD students. The handbook then provides an overview of effective practices for teaching students with learning disabilities and some ideas for structuring…

Understanding the criteria and process for determining a student's eligibility for special education services is critical for any educator in an inclusive school environment. Based on the current reauthorization of IDEA 2004, this timely resource offers teachers and administrators an overview of each eligible disability and clear, specific…

A review of learning disabilities in gifted children provides definitions of "learning disabilities" and "giftedness", a classification of gifted students with learning disabilities, the importance of a multidimensional approach to identifying students with gifts/learning disabilities, characteristics, programming guidelines, teaching strategies,…

This brochure, in a question-and-answer format, provides basic information about learning disabilities for faculty at the University of Illinois at Urbana-Champaign. The questions address such topics as the definition of a learning disability, diagnostic criteria, documentation criteria, verifying the legitimacy of a student's request for…

Basic information for regular classroom teachers with students who are both gifted and learning disabled covers definition of this population; incidence; characteristics; and six teaching strategies, such as flexibility in how student demonstrates mastery of material, adapting for reading differences, and using attention-directing techniques. A…

This brief paper summarizes warning signs of learning disabilities in preschool children, elementary school children, and secondary school children. It notes that learning disabilities are presumed to arise from dysfunctions in the brain resulting in significant difficulties in perceiving information, processing and/or remembering information,…