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Responding to the Endrew's Decision: Measuring Meaningful Educational Benefit
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Deborah W. Hartman – Journal of the American Academy of Special Education Professionals, 2019
The U.S. Supreme Court ruling, of March 2017, favored the plaintiff, Endrew F. in the "Endrew F. v. Douglas County School District" case. This decision strengthens the Rowley decision of 1982 and has raised the bar requiring an increased responsibility for Districts to provide programs to eligible students with disabilities the…
Descriptors: Court Litigation, Students with Disabilities, Individualized Education Programs, School Districts
Specific Learning Disability Identification: What Constitutes a Pattern of Strengths and Weaknesses?
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Schultz, Edward Karl; Simpson, Cynthia G.; Lynch, Sharon – Learning Disabilities: A Multidisciplinary Journal, 2012
The 2004 Individuals with Disabilities Education Improvement Act (IDEA) and subsequent regulations published in 2006 have significantly changed the identification process for students suspected of having specific learning disabilities. Rather than using a discrepancy model contrasting intellectual and achievement test results, assessment…
Descriptors: Disability Identification, Learning Disabilities, Achievement Tests, Response to Intervention
Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications
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Decker, Scott L.; Hale, James B.; Flanagan, Dawn P. – Psychology in the Schools, 2013
Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…
Descriptors: Learning Problems, Student Evaluation, Evaluation Methods, Intelligence Tests
One-Minute Fluency Measures: Mixed Messages in Assessment and Instruction
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Deeney, Theresa A. – Reading Teacher, 2010
Although they are valid and reliable, one-minute fluency measures are defining and capturing a reduced view of fluency as simply accuracy and rate in oral reading. Thus, they may lead astray our understanding of struggling readers' reading fluency development and instructional needs. Fluency is a complicated construct. The author discusses a…
Descriptors: Reading Fluency, Oral Reading, Reading Instruction, Student Needs
Improving Vocabulary and Comprehension Skills of Secondary-Level Students from Diverse Backgrounds
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McCollin, Michelle; O'Shea, Doris J.; McQuiston, Kathleen – Preventing School Failure, 2009
Secondary-level students from culturally and linguistically diverse (CLD) backgrounds who struggle with reading need strategies for aligning new information with their previous knowledge as well as for obtaining and retaining essential information from the text. Important components of all secondary literacy support must include instruction in…
Descriptors: Reading Comprehension, Reading Strategies, Secondary Education, Vocabulary Development
Compensatory Education: Case Study
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Bateman, David F. – TEACHING Exceptional Children, 2007
Anna is a 13-year-old student who has a learning disability and is eligible for special education and related services. Anna's parents enrolled her in the Private Academy for fifth grade; her frustration, inappropriate behaviors, and inattention had increased during fourth grade. In its year-end report, the Private Academy described Anna's…
Descriptors: Private Schools, Civil Rights, Individualized Education Programs, Compensatory Education