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Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus
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Learning Disabilities: A Multidisciplinary Journal, 2014
The purpose of the White Paper is to provide additional information for and guidance to the federal government, professional organizations, practitioners, and the public. The Learning Disabilities Association of America (LDA) is hopeful that this document will facilitate legal, regulatory, policy, and training decisions, and ultimately, service…
Descriptors: Response to Intervention, Program Evaluation, Learning Disabilities, Intervention
Movement Difficulties Affect Children's Learning: An Overview of Developmental Coordination Disorder (DCD)
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Caçola, Priscila – Learning Disabilities: A Multidisciplinary Journal, 2014
The study of children with Developmental Coordination Disorder (DCD) has emerged as a vibrant line of inquiry over the last three decades. DCD is defined as a neurodevelopmental condition characterized by poor motor proficiency that interferes with a child's activities of daily living (sometimes also known as dyspraxia). Common symptoms include…
Descriptors: Developmental Disabilities, Psychomotor Skills, Neurological Impairments, Physical Disabilities
Cognitive and Academic Profiles Associated with Math Disability Subtypes
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Kubas, Hanna A.; Schmid, Amy D.; Drefs, Michelle A.; Poole, Jennifer M.; Holland, Sara; Fiorello, Catherine A. – Learning Disabilities: A Multidisciplinary Journal, 2014
Children with math disabilities (MD) represent a heterogeneous group and often display deficits in one or more cognitive domains. Math proficiency requires a number of different cognitive processes, including quantitative knowledge, working memory, processing speed, fluid reasoning, and executive functions. Assessment practices that do not address…
Descriptors: Cognitive Processes, Mathematics Instruction, Mathematics Achievement, Learning Disabilities
Defining Learning Disability: Does IQ Have Anything Significant to Say?
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Dunn, Michael W. – Learning Disabilities: A Multidisciplinary Journal, 2010
A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for…
Descriptors: Intervention, Learning Disabilities, Reading Failure, Disability Identification
Gifted Students with Learning Disabilities: What Does the Research Say?
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Coben, Sharon S.; Vaughn, Sharon – Learning Disabilities: A Multidisciplinary Journal, 1994
A review of the literature on gifted students with learning disabilities concludes that the literature is presently unable to provide empirically based guidelines for identifying and serving children who are both gifted and learning disabled. Several key problems are discussed, including identification, characteristics, and intervention.…
Descriptors: Ability Identification, Disability Identification, Elementary Secondary Education, Gifted Disabled
Clumsiness in Children: Developmental Coordination Disorder.
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Fox, Mervyn A. – Learning Disabilities: A Multidisciplinary Journal, 1998
Explores the diagnostic criteria of developmental coordination disorder, a condition that is characterized by motor awkwardness and has a strong association with psychiatric disorders and learning disabilities. Delineates the nature of developmental coordination disorder and discusses its treatment through occupational therapy and cognitive…
Descriptors: Adults, Children, Clinical Diagnosis, Cognitive Restructuring