This participatory action research (PAR) dissertation study investigates the implementation of Universal Design for Learning (UDL) principles by community college faculty in first-year writing courses to support students with learning disabilities at a New Jersey community college. Through a collaborative approach involving faculty as active…

In recent years, there has been a growing recognition of the importance of emotional intelligence (EI) in children's development. For those with a learning disability (LD), developing EI is particularly important, as it can have a positive impact not only on their academic performance but also on their social-emotional development, mental…

The Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that…

A problem exists in NC Montessori schools with effective data analysis for specific learning disabilities (SLD) placement. The purpose of this study was to identify administrators' and teachers' perceptions of data collection and analysis within multitiered systems of support (MTSS) in a Montessori school. Fixsen's implementation science theory…

Background: Research has previously been undertaken around the subject of alumni networks, yet it remains to touch upon the inclusivity of these networks, particularly relating to people with learning disabilities. Referring to Law's "Community Interaction Theory", this study sets out to explore how education providers understand and…

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to…

This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social-emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in…

Full Inclusion Program should be the optimal education delivery system for students with learning disabilities (LD) in all school settings, including charter schools. A full inclusion program, in this study, is educating students with LD in the general education setting. The problem is that charter schools do not implement a full inclusion…

The objective of this study is to assist school psychologists and school districts in understanding the cost of implementing the Dual Discrepancy/Consistency (DD/C) method, which is the most widely used PSW method of SLD identification. A literature review was conducted to obtain national data on variables needed to estimate the cost of…

Response to Intervention (RTI) is a preventive approach which is broadly implemented in the West, particularly in the USA for early identification and intervention of students with learning difficulties (LD). However, in the East, especially in the developing countries, neither has this kind of program been used extensively, nor is it even a…

Decades of research and billions of dollars have been spent to develop and evaluate evidence-based interventions and develop multitiered systems of support (MTSS) toward the goal of more effectively delivering interventions and improving student outcomes. Available evidence, however, suggests interventions are often adopted slowly and delivered…

The problem at a high school in the southeastern United States is that students with disabilities struggle to demonstrate appropriate behaviors despite the implementation of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). Current research findings have suggested that although SWPBIS includes strategies for students with…

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have…

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an…