NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Response to Intervention and Specific Learning Disability Identification: Evidence from Tennessee
Peer reviewed Peer reviewed
Direct linkDirect link
Allison F. Gilmour; Justin Harper; Blair Lloyd; Alyssa Van Camp – Journal of Learning Disabilities, 2024
Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in…
Descriptors: Students with Disabilities, Learning Disabilities, Disability Identification, Intervention
The Trend in SLD Enrollments and the Role of RTI
Peer reviewed Peer reviewed
Direct linkDirect link
Zirkel, Perry A. – Journal of Learning Disabilities, 2013
Based on the latest U.S. Department of Education data, this article presents the enrollment figures for students identified with specific learning disabilities (SLD) under the Individuals with Disabilities Education Act (IDEA) for the school years from 1995-1996 to 2011-2012. The figures for each year are (a) the number of students with SLD ages 6…
Descriptors: Enrollment Trends, Response to Intervention, Learning Disabilities, Incidence
Who Will Be Learning Disabled after the Reauthorization of IDEA? Two Very Distinct Perspectives.
Peer reviewed Peer reviewed
Coutinho, Martha J. – Journal of Learning Disabilities, 1995
This article addresses the proposal of Shaw and others (1995) to replace the current federal definition of learning disabilities with an operationalized version proposed by the National Joint Committee on Learning Disabilities in the reauthorization of the Individuals with Disabilities Education Act. Comparison of Shaw's recommendations with…
Descriptors: Definitions, Disability Identification, Educational Diagnosis, Educational Legislation