The conclusion of the Cuban Revolution in January 1959 ushered in extensive changes to education in Cuba. One such substantial change was the formal establishment of special education in 1962. Since then, Cuba has maintained a national commitment to the education and inclusion of students with disabilities. However, education professionals in the…

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS,…

This study investigated teachers' experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on…

In 2010, "Intervention in School and Clinic" undertook a project to interview "giants" in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e.,…

Disproportionate representation of English learners in special education has been a longstanding and ongoing concern. However, research examining disproportionate representation of English learners receiving special education services for emotional and/or behavioral disorders (EBD) has been limited. To address this gap, a meta-analysis of…

Rehabilitation professionals working with students with disabilities and the families of those students face unique challenges in providing inclusive services to special education student populations. There needs to be a focus on adaptive teaching methods that provide quality experience for students with varying disabilities to promote student…

Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of…

Chromosomal microarray analysis (CMA) has emerged as a powerful new tool to identify genomic abnormalities associated with a wide range of developmental disabilities including congenital malformations, cognitive impairment, and behavioral abnormalities. CMA includes array comparative genomic hybridization (CGH) and single nucleotide polymorphism…

This study was designed to identify predictors of behavioural disorders in children with learning disabilities and children without learning disabilities in the United Arab Emirates public school system. It examined the relative contributions of child characteristic (i.e. presence of learning disability, gender, age), parents' socio-demographics…

A study involving 18 emergency homeless shelters in Los Angeles screened 169 homeless children (ages 6-12) for behavior disorders, learning disabilities, or mental retardation. Results found almost one half of sheltered homeless children screened positive for at least one disability requiring special education services, with behavior disorders…

The prevalence of learning disabilities (LD) was studied in 233 students (ages 6-16) newly identified with behavioral disorders. Overall, 53.2 percent met at least one LD definition, ranging from 15.9 percent for low achievement to 42.9 percent for regression. Almost one-quarter showed overlapping between low achievement and discrepancy…

California's policies on eligibility and placement of learning and behavior disordered children are discussed regarding their impact in determining which children are served under categories of mental retardation, learning disabilities, and emotional disturbance, as defined in 94-142. Major differences in growth or decrease in numbers of children…

This article considers effects of a mismatch between the cognitive styles of children from minority cultural groups and cognitive styles promoted in schools, leading to inappropriate interaction, assessment, instruction, or discipline. It suggests such students may be inappropriately identified as having a learning disability or emotional and/or…

This newsletter issue discusses the results of a survey of 242 Family and Youth Service Bureau agencies that investigated the number of youth (ages 16-21) with disabilities served, and the incidence of and response to youth who did not have an identified disability, but whom staff may have suspected had an underlying learning, emotional, or other…

This paper was developed as a result of a 1999 conference on substance abuse and learning disabilities. An introductory chapter urges early identification of learning disabilities and appropriate treatment for both problems when they co-exist. The second chapter discusses the differences between learning disabilities and behavioral disorders, the…