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Direct linkBjörn, Piia M.; Aro, Mikko T.; Koponen, Tuire K.; Fuchs, Lynn S.; Fuchs, Douglas H. – Learning Disability Quarterly, 2016
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…
Descriptors: Foreign Countries, Response to Intervention, Special Education, International Assessment
Learning Disability Quarterly, 2011
Founded in 1975, the National Joint Committee on Learning Disabilities (NJCLD) is a national committee of representatives of 12 organizations committed to the education and welfare of individuals with learning disabilities. More than 350,000 individuals constitute the membership of the organizations represented by the NJCLD. The NJCLD considers…
Descriptors: Learning Disabilities, Special Education, Response to Intervention, Elementary Secondary Education
Zirkel, Perry A. – Learning Disability Quarterly, 2013
This short article provides a legal analysis of the Hale et al. white paper on specific learning disabilities identification. The white paper presents a purported consensus of experts that an approach combining response to intervention with severe discrepancy is consistent with the Individuals With Disabilities Education Act (IDEA). The analysis…
Descriptors: Learning Disabilities, Response to Intervention, Disability Identification, Position Papers
Daves, David P.; Walker, David W. – Learning Disability Quarterly, 2012
Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a specific learning disability (SLD) under the Individuals with Disabilities Education Act (IDEA). Division is generated because of conflicting mandates…
Descriptors: Learning Disabilities, Response to Intervention, Integrity, Fidelity
Scott, Amy N.; Boynton Hauerwas, Laura; Brown, Rachel D. – Learning Disability Quarterly, 2014
This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD, as…
Descriptors: State Departments of Education, State Policy, Learning Disabilities, Disability Identification
Weiser, Beverly L.; Reed, Deborah K.; Kethley, Caroline I.; Mathes, Patricia G. – Learning Disability Quarterly, 2012
In October 2011, Council for Learning Disabilities' (CLD's) research committee members (i.e., authors of this article) presented their "Must Reads" at the organization's 33rd Annual International Conference on Learning Disabilities. In this article, the presenters summarize a few of their selected articles and state why each article is a "Must…
Descriptors: Learning Disabilities, Reading Instruction, Research Committees, Organizations (Groups)
Kennedy, Michael J.; Deshler, Donald D. – Learning Disability Quarterly, 2010
Technology, whether assistive (AT) or instructional (IT), has played an uneven role in the field of learning disabilities since its inception more than a half century ago. In addition, technology is in a constant state of flux; hence, researchers have been challenged to conduct appropriate experimental testing of interventions before they are…
Descriptors: Learning Disabilities, Literacy Education, Assistive Technology, Educational Technology
Allsopp, David H.; Alvarez McHatton, Patricia; Farmer, Jennie L. – Learning Disability Quarterly, 2010
Effective integration of technology within mathematics problem solving/response to instruction (PS/RTI) for students with/at risk for identification of learning disabilities (LD) is the focus of this article. The discussion is situated within the current context of mathematics PS/RTI, the literature base relative to technology integration in…
Descriptors: Technology Integration, Response to Intervention, Mathematics Instruction, Problem Solving
Faggella-Luby, Michael; Wardwell, Michelle – Learning Disability Quarterly, 2011
Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a schoolwide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy…
Descriptors: Response to Intervention, Reading Comprehension, Middle Schools, Urban Schools
Learning Disability Quarterly, 2011
The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…
Descriptors: Learning Disabilities, Student Evaluation, Disability Identification, Federal Legislation
Smith, Sean J.; Okolo, Cynthia – Learning Disability Quarterly, 2010
Advancements in technology-based solutions for students with learning disabilities (LD) offer tremendous opportunities to enhance learning as well as meaningful access to the general education curriculum for this group of students. This article examines technology integration within the context of response to intervention (RTI). At the forefront…
Descriptors: Learning Disabilities, Response to Intervention, Technology Integration, Special Education
Basham, James D.; Israel, Maya; Graden, Janet; Poth, Rita; Winston, Markay – Learning Disability Quarterly, 2010
Response to intervention (RtI) provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction. Similarly, universal design for learning (UDL) addresses needs of students by proactively planning for instructional, environmental, and technology supports to allow all students to…
Descriptors: Response to Intervention, Access to Education, Teaching Methods, Instructional Design
Graves, Anne W.; Brandon, Regina; Duesbery, Luke; McIntosh, Angela; Pyle, Nicole B. – Learning Disability Quarterly, 2011
The purpose of this quasi-experimental study was to (a) compare Tier 2 evidence-based intensive reading instruction to business-as-usual instruction for sixth graders with and without learning disabilities who were "far below" or "below" basic level in literacy and (b) explore the development of a response-to-intervention model…
Descriptors: Literacy Education, Grade 6, Response to Intervention, Middle Schools
