Learning Disabilities Identification

Daniel J. Reschly

107 citations0/0 files storedJournal of Learning Disabilities

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Developmental and Educational Neuropsychology Reading and Literacy Development Behavioral and Psychological Studies

Abstract

A broad consensus has been achieved regarding the importance of early primary and secondary interventions for children in academic domains for the purposes of improving overall academic competencies and preventing low achievement that often leads to a diagnosis of specific learning disability (SLD) and long-term special education placement. The characteristics of effective prevention programs generally are well established. The degree to which these programs prevent SLD is uncertain, and the subsequent procedures for determining SLD eligibility are very much at issue. Issues are discussed regarding what should be done about SLD identification after primary and secondary intervention efforts are proven inadequate for individual children.

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References

2017Wechsler Intelligence Scale for Children 2001Intensive Remedial Instruction for Children with Severe Reading Disabilities 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 1986Effects of Systematic Formative Evaluation: A Meta-Analysis 2004State SLD Identification Policies and Practices

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2010The “Blurring” of Special Education in a New Continuum of General Education Placements and Services 2008Implementation of Response to Intervention 2006Implementation of IDEA: Integrating response to intervention and cognitive assessment methods 2009What, Where, and How? Special Education in the Climate of Full Inclusion 2007Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties 2008Clearing the Confusion: Response-to-Intervention as a Set of Principles 2012The dyslexia debate 2019The Neurobiology of Dyslexia

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