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Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems.
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Vaughn, Sharon; Fuchs, Lynn S. – Learning Disabilities: Research & Practice, 2003
In this introductory article, a response-to-instruction approach to learning disabilities (LD) identification is discussed. An overview of the promise and potential pitfalls of such an approach is provided. Benefits include identification of students based on risk rather than deficit and early identification. Questions concern the integrity of the…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities.
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Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities: Research & Practice, 2001
A data-based approach is introduced as an alternative way to help teachers formulate decisions about the validity of test accommodations for students with learning disabilities. Three rationales for the approach are provided: an inadequate research base to guide decision-making, student heterogeneity, and problems with teacher's use of subjective…
Descriptors: Academic Accommodations (Disabilities), Decision Making, Elementary Secondary Education, Evaluation Criteria
Assessing Intervention Responsiveness: Conceptual and Technical Issues.
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Fuchs, Lynn S. – Learning Disabilities: Research & Practice, 2003
This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate;…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification