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Nicholas Ainsworth; Christopher Cleveland; Andrew Penner – Annenberg Institute for School Reform at Brown University, 2024
Currently 15 percent of U.S. students receive special education services, a widespread intensive intervention with variable effects on students. Spurred by changes in federal policy, many states and districts have begun adopting the Response to Intervention (RTI) approach to identifying students to receive special education services. RTI seeks to…
Descriptors: Response to Intervention, Disability Identification, Special Education, Program Effectiveness
Artiles, Alfredo J. – Literacy Research: Theory, Method, and Practice, 2022
Research on racial and linguistic disparities in disability identification must be grounded on the dual nature of disability as an object of protection and a tool of stratification. This dual nature requires a situated research approach to understand the stratifying power of disability--Who is targeted? Where? How? By whom and to what…
Descriptors: Racial Differences, Language Usage, Disability Identification, Minority Group Students
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
Wang, Jiaxin Jessie; Redford, Liz; Ratliff, Kate A. – Social Psychology of Education: An International Journal, 2021
Asian American students are underrepresented in special education, a state of affairs that threatens their access to academic resources. We propose that student race may influence educators' likelihood of recommending them for special education services. In two studies, participants working in the field of education (total N = 1195) read a…
Descriptors: Referral, Racial Bias, Special Education, Asian American Students
Barrett, Courtenay A.; Burns, Matthew K.; Maki, Kathrin E.; Clinkscales, Andryce; Hajovsky, Daniel B.; Spear, Shelbie E. – School Psychology, 2022
Despite decades of research, much is still unknown regarding how specific learning disability (SLD) identification decisions are made, particularly how language related to sociodemographic and psychosocial factors may impact decision-making. This study employed the Linguistic Inquiry and Word Count (LIWC) method to examine the language used in…
Descriptors: Learning Disabilities, Disability Identification, Language Usage, School Psychology
Richard E. Mattison; Adrienne D. Woods; Paul L. Morgan; George Farkas; Marianne M. Hillemeier – Journal of Learning Disabilities, 2023
We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…
Descriptors: Students with Disabilities, Learning Disabilities, Reading Achievement, Mathematics Achievement
Izumi, Jared T.; Burns, Matthew K.; Frisby, Craig L. – School Psychology, 2019
The Ability Achievement Discrepancy model remains the primary identification method used by school personnel. This study examined identification of a specific learning disability using the Ability Achievement Discrepancy model with the Woodcock-Johnson IV (WJ-IV). Two different test scores can be used to represent the ability construct: one that…
Descriptors: Learning Disabilities, Disability Identification, Cognitive Ability, Cognitive Tests
Velázquez-Ramos, Magdalys; Sánchez-Cardona, Israel; Coll, Cynthia García – Hispanic Journal of Behavioral Sciences, 2018
This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education…
Descriptors: Learning Disabilities, Hispanic American Students, Health Insurance, Poverty
Hernández-Saca, David I.; Gutmann Kahn, Laurie; Cannon, Mercedes A. – Review of Research in Education, 2018
The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults' experiences by asking the following question: What are the key findings in education research focusing on youth and…
Descriptors: Special Education, Cultural Influences, Disadvantaged, Power Structure
Ottone-Cross, Karen L.; Gelbar, Nicholas W.; Dulong-Langley, Susan; Root, Melissa M.; Avitia, Maria J.; Bray, Melissa A.; Courville, Troy; Pan, Xingyu – International Journal of School & Educational Psychology, 2019
Students who exhibit giftedness alongside a learning disability (GLD) often display asynchronous academic development, and a combination of strengths that mask areas of struggle. Early identification and intervention may offset students experiencing low self-confidence and motivation, ineffective self-efficacy, or a loss of love for learning…
Descriptors: Academically Gifted, Learning Disabilities, Comorbidity, Academic Ability
Houston Independent School District, 2016
Dyslexia is considered a learning disorder characterized by difficulty in learning to read, write, and spell despite conventional instruction, adequate intelligence, and sociocultural opportunities (TEC§38.003 cited in Texas Education Agency, 2014). The Texas Education Code (TEC) §38.003 makes provision for the evaluation and identification of…
Descriptors: Dyslexia, Disability Identification, Intervention, Professional Development
Wiley, Andrew L.; Kauffman, James M.; Plageman, Kristen – Exceptionality, 2014
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…
Descriptors: Disability Identification, Behavior Disorders, Emotional Disturbances, Special Education
Pastor, Patricia N.; Reuben, Cynthia A. – Centers for Disease Control and Prevention, 2008
Objectives: This report presents national estimates of the prevalence of diagnosed attention deficit hyperactivity disorder (ADHD) and learning disability (LD) in U.S. children 6-17 years of age and describes the prevalence of these conditions for children with selected characteristics. The use of educational and health care services and the…
Descriptors: Attention Deficit Disorders, Hyperactivity, Learning Disabilities, Disability Identification

Warner, Tamara D.; Dede, Duane E.; Garvan, Cynthia W.; Conway, Timothy W. – Journal of Learning Disabilities, 2002
This study compared using a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying specific learning disabilities (SLD) in African American and European American college students (n=117). The regression-based method resulted in a significantly larger proportion of identified African Americans.…
Descriptors: Black Students, College Students, Disability Identification, Educational Discrimination

Coutinho, Martha J.; Oswald, Donald P.; Best, Al M. – Remedial and Special Education, 2002
A study involving 4,141 schools investigated gender and race/ethnicity disproportionality among students identified as having learning disabilities. There was a clear association between ethnicity and gender and the odds of being identified as a student with learning disabilities. School sociodemographic factors also associated with the proportion…
Descriptors: Classification, Demography, Disability Identification, Educational Discrimination
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