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LD Identification

LD IdentificationIn the opening article to this section, Jack Fletcher of the University of Houston offers insights into how changes in IDEA 2004 affect the accuracy and utility of diagnostic decision making in the area of LD. Dr. Fletcher argues that RTI models are worth the effort required for implementation, as they advance identification of and intervention for learning disabilities by linking these two domains. His article reviews the historical definitions of LD and articulates the scientific basis for the changes in identification and intervention introduced by IDEA 2004. Read: "Identifying Learning Disabilities in the Context of Response to Intervention: A Hybrid Model." »

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Universal Design for Learning (UDL)

Process of designing instruction that is accessible by all students; UDL includes multiple means of representation, multiple means of expression, and multiple means of engagement; the focus in creation of UDL curricula is on technology and materials.

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Position Statement on Determination of Specific Learning Disabilities

The National Center for Learning Disabilities’ (NCLD) Position Statement on Determination of Specific Learning Disabilities was created in response to the critical need for guidance on the development and implementation of effective and efficient policies and practices for the identification of students with specific learning disabilities.  This position statement addresses key concerns and issues that have been expressed nationwide by educators and parents.  We encourage disseminating this information amongst your school community. Requests for multiple copies of this statement may be fulfilled here.
Position Statement on Determination of Specific Learning Disabilities »



The Legal Dimension of RTI: Part I. The Basic Building Blocks

Part one of this three part series by Perry Zirkel, The Legal Dimension of RTI: The Basic Building Blocks, concentrates on defining and explaining the foundational elements of RTI-related legislation, regulations and case law. This article concisely details the legal grounds for RTI and will surely become an invaluable tool for anyone educating themselves on how RTI is woven into our current Federal and state education systems.
The Legal Dimension of RTI: Part I - The Basic Building Blocks »

The Legal Dimension of RTI: Part II. State Laws and Guidelines »

The Legal Dimension of RTI: Part III. RTI Legal Checklist for SLD Identification »

 


The Legal Implications of RTI and Special Education Identification

The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. This article explores the fundamental child-find obligation of the IDEA in its present context.
The Legal Implications of RTI and Special Education Identification »


Understanding the Modern Menu of Public Education Services for Struggling Learners: RtI Programs, Section 504, and Special Education

The similarities and differences between programs and services provided under local RtI policies, Section 504, and special education programs under IDEA have become a source of confusion and misconception. In this new article by Jose Martin deftly explains the menu of services available today and how they intersect and stand on their own to support student success.
Understanding the Modern Menu of Public Education Services for Struggling Learners »


The Role of RTI in LD Identification

In this webcast, three nationally recognized experts on RTI and learning disabilities provided guidance on how to identify children with learning disabilities when RTI models are in place.
National Online Forum: "The Role of RTI in LD Identification" »


Response to Intervention and IDEA

Experts Mary Beth Klotz, Ph.D., NCSP, and Daryl Mellard, Ph.D., answer questions from parents and teachers about legislative requirements and best practices on how RTI can ensure accurate and timely LD identification.
RTI Talk: "Response to Intervention and IDEA - LD Identification in the RTI Instruction Model" »


Response to Reynolds and Shaywitz: Let’s Not Go Back to the Good Old Days before RTI

In this article, Drs. Louisa Moats, Stevan Kukic, and Robert Pasternak address the reservations and concerns that researchers Drs. Cecil Reynolds and Sally Shaywitz expressed in a recent paper about RTI—namely that the RTI model as originally conceived does not work to the advantage of students with learning disabilities (LD). The authors argue that when RTI is used effectively, at-risk students—including those with LD—receive the evidence-based instruction and intervention they need.
Response to Reynolds and Shaywitz: Let’s Not Go Back to the Good Old Days before RTl »


A Response to the Learning Disabilities Association of America (LDA) White Paper on Specific Learning Disabilities (SLD) Identification

In this article, the Consortium for Evidence-Based Early Intervention responds to the Learning Disabilities Association of America’s (LDA) White Paper on Evaluation, Identification, and Eligibility Criteria for Students with Specific Learning Disabilities, which expressed concerns about the use of RTI for identifying specific learning disabilities (SLD) and supports comprehensive assessments that reveal a student’s pattern of cognitive strengths and weaknesses (PSW). The Consortium presents counter-arguments in favor of RTI and against PSW models.
PDF: A Response to the Learning Disabilities Association of America (LDA) White Paper on Specific Learning Disabilities (SLD) Identification »
PDF: The Learning Disabilities Association of America’s
White Paper on Evaluation, Identification, and Eligibility Criteria
for Students with Specific Learning Disabilities »

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