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Direct linkArmineh E. Hallaran; Catherine Kramarczuk Voulgarides – Learning Disabilities: A Multidisciplinary Journal, 2024
We use critical qualitative methods to demonstrate how ambiguities present in definitions of learning disability (LD) and processes for determining LD eligibility under IDEA result in inequitable outcomes for minoritized students. To investigate this issue, we first outline how the LD label is situated within medical and psychological…
Descriptors: Learning Disabilities, Students with Disabilities, Educational Policy, Definitions
Hudson, Tina Marlene; McKenzie, Robert G. – Learning Disabilities: A Multidisciplinary Journal, 2016
Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is…
Descriptors: Response to Intervention, Identification, Elementary School Students, Learning Disabilities
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
