A scoping review was conducted to examine current Canadian research on learning disabilities (LD). Ninety-six articles were found in LD specific journals that were written by researchers from Canadian universities between 2013-2023. Their research could be incapsulated into 10 themes: (a) reading and literacy, (b) language and linguistics, (c)…

This study aims at finding out the parents' level of satisfaction with the integration of their daughters with learning disabilities in regular schools in Riyadh, Saudi Arabia. The study sample consisted of 283 parents of female students. The instrument of data collection was a questionnaire consisting of 59 items for 10 domains. The study results…

Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers…

In more districts than ever, Response-to-Intervention programs are gaining ground, nipping learning problems in the bud and keeping more students out of unnecessary special education classes, which is the goal. RTI, a multi-tier intervention used to diagnose and address potential learning or behavioral problem early, is also increasing in…

Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical,…

When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an…

Learning disability is a classification that includes several disorders in which a person has difficulty learning in a typical manner. Depending on the type and severity of the disability, interventions may be used to help the individual learn strategies that will foster future success. Some interventions can be quite simplistic, while others are…

Identifying Specific Learning Disability (SLD) has been an arduous task. Until IDEA 2004, diagnosing SLD was limited to IQ discrepancy models lacking in both empirical evidence and contributing to minority over-representation. This paper examines the history of SLD assessment, the phenomena of minority over-representation, and the implementation…

The author examines continuing questions that impede educators' understanding of learning disabilities and reviews concerns expressed by those involved with education of learning disabled adults. She touches on diagnosis of learning disabilities, vocational counseling, and strategies for intervention. (CH)

As a school leader, what do you need to know about Response to Intervention (RTI) and your role in leading instruction for struggling learners? In this article the authors offer guidance about the content of the RTI initiative based on policy, research, and practice. They provide a brief history of the Individuals with Disabilities Education Act…

Students with specific learning disability ("SLD") account for approximately half of all students that districts have determined to be eligible for special education under the Individuals with Disabilities Education Act ("IDEA"). Since the late 1970s, the IDEA regulations have required states to use severe discrepancy--based on…

Significant visual and visual-perceptual problems must be identified in the early school years to save unnecessary stress, frustration, and anxiety. Classroom diagnosis using formal and informal measures can lead to referral to developmental or functional optometrists. (CL)

Described is the Early Intervention program of Pennsylvania's Federation Day Care Services which serves young children with learning disabilities or delays in social or emotional development. Reviewed are such program aspects as philosophy of service and objectives (including stress on affective education and problem solving skills), criteria for…

The author--a parent, advocate, and educator--relates personal experiences and reviews professional literature which point to the problems with inadequate programs of diagnosis and treatment for the learning disabled, with particular emphasis on the mandates of P.L. 94-142 (the Education for All Handicapped Children Act). A coordinated,…