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The Utility of the Pattern of the Strengths and Weaknesses Approach
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Fiorello, Catherine A.; Flanagan, Dawn P.; Hale, James B. – Learning Disabilities: A Multidisciplinary Journal, 2014
Unlike ability-achievement discrepancy and response-to-intervention approaches, the processing strengths and weaknesses (PSW) approach is the only empirically based approach that attempts to identify the pattern of deficit in the basic psychological processes that interferes with academic achievement for children with specific learning…
Descriptors: Academic Achievement, Learning Disabilities, Disabilities, Educational Legislation
First Year Co-Teaching: Disclosed through Focus Group and Individual Interviews
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Isherwood, Robert; Barger-Anderson, Richael; Merhaut, Joseph; Badgett, Rebecca; Katsafanas, Jodi – Learning Disabilities: A Multidisciplinary Journal, 2011
Focus group interviews and individual interviews were conducted with 47 faculty members and administrators in a rural school district in Western Pennsylvania to determine strategies for consideration when attempting to establish and implement a co-teaching program. Participants were part of a school district in its second year of adopting a…
Descriptors: Rural Schools, Focus Groups, Familiarity, Management Information Systems
The Impact of Tutoring Attendance on the GPAs of Postsecondary Students with Learning Disabilities
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Lock, Robin H.; Layton, Carol A. – Learning Disabilities: A Multidisciplinary Journal, 2008
This study examined the relationship between GPAs and attendance at individualized tutoring sessions for 530 students with learning disabilities enrolled in a student support program. Student GPA and attendance records for individualized tutoring sessions identified two groups: four or fewer and five or more no shows over a nine-semester period.…
Descriptors: Grade Point Average, Learning Disabilities, Academic Achievement, Tutoring
Extended Test Time, Read Aloud and Student Characteristics: A Summary of Empirical Findings
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Lindstrom, Jennifer H.; Tuckwiller, Elizabeth D. – Learning Disabilities: A Multidisciplinary Journal, 2008
Important legal and policy changes in recent years have made postsecondary education an increasingly viable option for students with learning disabilities. These include substantive changes in the Individuals with Disabilities Education Act (IDEA, 2004) in the area of transition planning, research examining the importance of a college degree on…
Descriptors: Postsecondary Education, Learning Disabilities, High Stakes Tests, Student Characteristics
The Unintended Side Effects of Inclusion for Students with Learning Disabilities: The Perspectives of School Administrators
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Crockett, Jean B.; Myers, Susan T.; Griffin, Amy; Hollandsworth, Barry – Learning Disabilities: A Multidisciplinary Journal, 2007
In this study focus group interviews were conducted with educational administrators to examine how the inclusion of students with learning disabilities has changed their professional lives in ways they did not expect, and how inclusion has changed the lives of students with learning disabilities and the lives of other students in their schools in…
Descriptors: Inclusive Schools, Learning Disabilities, Focus Groups, Academic Achievement
Disaggregation: What's Good for the Goose is Good for the Gander, Assessment for NCLB vs. Assessment for Learning Disability Identification
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Cherkes-Julkowski, Miriam – Learning Disabilities: A Multidisciplinary Journal, 2004
The No Child Left Behind Act (NCLB) firmly insists that performance analyses use disaggregated scores. Disaggregation, according to NCLB, involves measuring and reporting achievement for separate subgroups of children so that achievement problems in any one subgroup are not disguised when averaged or aggregated with higher achieving children in…
Descriptors: Federal Legislation, Learning Disabilities, Disability Identification, School Personnel
Challenges in Evaluating Eligibility Criteria and Accommodation Needs for Postsecondary Success
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Layton, Carol A.; Lock, Robin H. – Learning Disabilities: A Multidisciplinary Journal, 2003
Within the United States, public schools are required to meet the Individuals with Disabilities Education Act (IDEA) standards mandated by federal law. Institutions of Higher Education (IHE) are challenged to interpret information presented by students for eligibility documentation in light of the Americans with Disabilities Act (ADA) standards.…
Descriptors: Postsecondary Education, Eligibility, Federal Legislation, Evaluation