Students with disabilities benefit when technology is used to promote their literacy learning. The authors describe TECH, a framework educators can use to select, implement, and monitor the impact of technology in relation to literacy goals. The framework is shown in action for mathematics vocabulary and reading comprehension skills for a student…

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from…

Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables…

Over the last 37 years, the Individualized Education Program (IEP) has been the guiding document that outlines the needs of a student who receives special education services. Washington State utilizes an IEP Review form as the means to determine if an IEP has been properly written and formulated. This information partially fulfills the Federal…

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

The educational community has raised several concerns regarding the identification of students with disabilities. Growing numbers of students classified in the Specific Learning Disabilities (SLD) category have prompted much discussion. Available research on SLD classification raises issues regarding the traditional ability/achievement discrepancy…

Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001; NICHD, 2000a). One component of…

Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments "within" tiers to attempt to forestall the need for…

The assessment of cognitive ability in students with the most severe disabilities presents a challenge to the clinicians who are charged with this task. This article is the second of a two-part series that summarizes what is currently known about effective assessment of the cognitive ability of students with significant impairments in order to…

Secondary school administrators are increasingly finding themselves in the position of implementing Response to Intervention (RTI). This system of providing progressively intensive levels of intervention for the purposes of preventing academic failure and identifying children with learning disability may be useful at the secondary level. However,…

Background: Specificity and transfer of learning have been examined in experimental studies. However, their findings may not be relevant to practitioners because of the difference between the experiment conditions and teaching situations. This case study investigates the theoretical issue of specificity vs. transfer of learning by conducting…

The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the…

Spelling skills are essential for school success (Fulk & Stormont-Spurgin, 1995; Matz, 1994). Teachers need an efficient method for teaching spelling strategies to students with learning disabilities. Although research in spelling has attempted to improve spelling instruction for teachers in classrooms (Henderson, 1985; Graham & Miller, 1979;…

People with learning disabilities have talents and skills, but rarely do they get the chance to start their own business. In Business was designed to challenge this and to make self employment a realistic option for some by setting out to support and capture the journey to business for people with a learning disability and those who support them.…

Systemic therapy works not just with the individual but those around them in trying to address difficulties and find ways forward. This approach has received increasing attention in learning disability settings over recent years. To date little is known about the provision of systemic therapy in learning disability services in the UK. This article…