NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students with Specific Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Gartland, Debi; Strosnider, Roberta – Learning Disability Quarterly, 2020
This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the…
Descriptors: Response to Intervention, Special Education, Eligibility, Learning Disabilities
Cognitive Processing Deficits and Students with Specific Learning Disabilities: A Selective Meta-Analysis of the Literature
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Evelyn S.; Humphrey, Michael; Mellard, Daryl F.; Woods, Kari; Swanson, H. Lee – Learning Disability Quarterly, 2010
Many practitioners and state education agency staff would likely agree that the accuracy and consistency of specific learning disability (SLD) eligibility decisions is in need of improvement. One component of the SLD definition particularly controversial in the identification procedures is the evaluation of cognitive processes, primarily due to a…
Descriptors: Learning Disabilities, Eligibility, Disability Identification, Cognitive Processes
Comprehensive Assessment and Evaluation of Students with Learning Disabilities: A Paper Prepared by the National Joint Committee on Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Learning Disability Quarterly, 2011
The National Joint Committee on Learning Disabilities (NJCLD) strongly supports comprehensive assessment and evaluation of students with learning disabilities by a multidisciplinary team for the identification and diagnosis of students with learning disabilities. Comprehensive assessment of individual students requires the use of multiple data…
Descriptors: Learning Disabilities, Student Evaluation, Disability Identification, Federal Legislation
Use of Discrepancy Formulas in the Identification of Learning Disabled Individuals: A Position Statement by the Board of Trustees of the Council for Learning Disabilities.
Peer reviewed Peer reviewed
Learning Disability Quarterly, 1986
The position statement of the Board of Trustees of the Council for Learning Disabilities opposes the use of discrepancy formulas to determine eligibility for learning disability services and recommends instead comprehensive diagnostic evaluations. (DB)
Descriptors: Disability Identification, Elementary Secondary Education, Eligibility, Learning Disabilities
Psychometric Factors Affecting Multidisciplinary Team Identification of Learning Disabled Children.
Peer reviewed Peer reviewed
Furlong, Michael J.; Yanagida, Evelyn H. – Learning Disability Quarterly, 1985
Comparison of psychometric profiles of learning disabled and non-LD students (total N=223) across LD status, district, and age variables indicated that only severity of academic underachievement consistently differentiated the LD and non-LD pupils. Comparison across districts revealed different LD profiles despite use of identitical eligibility…
Descriptors: Age Differences, Disability Identification, Eligibility, Learning Disabilities
Important Publications in the Field of LD in Light of Imminent Topics.
Peer reviewed Peer reviewed
Scanlon, David; Boudah, Daniel; Elksnin, Linda K.; Gersten, Russell; Klingner, Janette – Learning Disability Quarterly, 2003
This article synthesizes articles discussed as part of the research symposium at the 24th International Conference on Learning Disabilities on October 11, 2002. Topics include translating learning disability research to practice, identification of learning disabilities, special education and postmodernism, and the response to treatment model.…
Descriptors: Disability Identification, Early Intervention, Elementary Secondary Education, Eligibility
Inclusion of Intrinsic Processing Difficulties in LD Diagnostic Models: A Critical Review.
Peer reviewed Peer reviewed
Dean, Vincent J.; Burns, Matthew K. – Learning Disability Quarterly, 2002
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…
Descriptors: Classification, Clinical Diagnosis, Cognitive Processes, Definitions
On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities.
Peer reviewed Peer reviewed
Scruggs, Thomas E.; Mastropieri, Margo A. – Learning Disability Quarterly, 2002
This article reviews problems in identification of learning disabilities and considers proposed alternatives to present procedures. It argues that the major problems of over identification, variability, and specificity, can be eliminated by increasing specificity and consistency of state criteria and strict adherence to identification criteria on…
Descriptors: Classification, Clinical Diagnosis, Definitions, Disability Identification