This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After…

Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. This paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of…

The rising numbers of special education referrals have resulted in national debate and subsequent new legislation regarding the methods school districts have traditionally used to identify specific learning disabilities. The 2004 reauthorization of the Individuals with Disabilities in Education Act (IDEA) now allows the use of a student's response…

Response to Intervention (RTI) has emerged as a method for providing early academic assistance to students with difficulty learning. This brief outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. It touches on methods of…

Based on the importance of Response to Intervention (RTI) and Early Intervening Services (EIS) for state education agencies (SEAs), local educational agencies (LEAs), the U.S. Department of Education's Office of Special Education Programs (OSEP) and Office of Elementary and Secondary Education (OESE) and many other stakeholder groups, Project…

The position paper developed by the National Joint Committee on Learning Disabilities stresses the need for systematic inservice programs for service providers. Deterrents cited to quality inservice programs include lack of planning and program availability. It is explained that the committee's recommendations were made after reviewing model…

Reasons to use students as tutors to teach mathematics to students with specific learning disabilities are discussed. Descriptions of types of tutoring and training procedures for tutors are included. A guide for implementing math peer tutoring is provided, including procedures for getting ready, running the program, and enrichment and extension.…

The authentic professional development (APD) model is presented as an effective approach for providing professional development for teachers of classes that include students with learning disabilities. A study involving 57 teachers indicated higher implementation rates in classrooms of teachers who participated in the APD model rather than…

The discussion of elementary or secondary school study skills programs for general or special education looks at the skills to be included in such a program and implementation strategies, including programing for individual student skill needs. (MSE)

Accommodations are test-administration changes that do not change the underlying construct being measured. The Individuals with Disabilities legislation and regulations provide little guidance on implementing assessment accommodations for students with learning disabilities. Certain research-based checklists or rating scales help link…

Program planning and implementation surveys were completed by 128 teachers of learning disabled students in 42 states. Seven research questions relating to the relationship between teacher or student characteristics and decision behavior were addressed through chi-square analyses or one-way analyses of variance. It was found that the types of…

Six booklets are designed to assist special educators, principals, teachers and parents to find information on how learning disabled and other handicapped children can be placed and taught in the least restrictive environment. Volume I is a catalog of books, articles, references, programs, and projects on mainstreaming and learning disabilities.…

The use of the processing component for learning disabilities (LD) definitions is discussed by examining its theoretical basis, large-scale implementation, and researched classroom effectiveness. Results indicate the processing definition of LD does not differentiate students with LD from low achievers, is inconsistently implemented, and does not…

As a result of No Child Left Behind (NCLB) legislation and the reauthorization of Individuals with Disabilities Education Act (IDEA) 2004, Response to Intervention (RTI) is now a mandated process for documenting the existence or nonexistence of a learning disability. For educators new to the RTI approach, this text presents an overview of key…

This resource manual contains conceptual and practical information about Iowa's Individualized Education Program (IEP) process and document. The resource manual's aim is greater consistency and higher quality in the implementation of the IEP process across Iowa. The manual is organized around the Iowa IEP prototype form, which consists of 10 pages…