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Direct linkTindal, Gerald; Anderson, Daniel – Learning Disability Quarterly, 2019
With the shift from No Child Left Behind (NCLB) to Every Student Succeeds Act (ESSA), accountability models are being changed. Given the past 15 years of reporting on student subgroups and 10 years using various growth models, accountability systems can now be better informed. In this study, we analyze identification and services of students with…
Descriptors: Learning Disabilities, Accountability, Growth Models, Special Education
Griffin, Cynthia C.; League, Martha B.; Griffin, Valerie L.; Bae, Jungah – Learning Disability Quarterly, 2013
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics…
Descriptors: Accountability, Beginning Teachers, Mathematics Education, Mathematics Instruction
Turnbull, H. Rutherford, III – Learning Disability Quarterly, 2009
This article presents the author's address on the 2008 International Conference of the Council for Learning Disabilities in Kansas City, Missouri. In this keynote address, the author focuses on the Individuals with Disabilities Education Act (IDEA), the No Child Left Behind Act (NCLB), and students with specific learning disabilities (SLD), and…
Descriptors: Federal Legislation, Learning Disabilities, Special Education, Conferences (Gatherings)
Download full textDanielson, Louis; Doolittle, Jennifer; Bradley, Renee – Learning Disability Quarterly, 2005
Three broad issues continue to dramatically impact the education of children with specific learning disabilities (SLD): (1) the development and implementation of scientifically defensible methods of identification; (2) the development and implementation of scientific interventions to ensure that children with SLD have access to and make progress…
Descriptors: Intervention, Learning Disabilities, Identification, Access to Education
Peer reviewedFuchs, Douglas; Fuchs, Lynn S. – Learning Disability Quarterly, 1998
In response to Kavale and Forness (EC 630 380), this article presents a differing view of science and politics in learning disabilities in which the importance of practical knowledge is stressed and the importance of scientific knowledge or "scientism" is diminished. Recommendations stress the need to hold practitioners accountable and to provide…
Descriptors: Accountability, Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities
