Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems.

Vaughn, Sharon; Fuchs, Lynn S.

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Peer reviewed

ERIC Number: EJ672967

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

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Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems.

Vaughn, Sharon; Fuchs, Lynn S.

Learning Disabilities: Research & Practice, v18 n3 p137-46 Aug 2003

In this introductory article, a response-to-instruction approach to learning disabilities (LD) identification is discussed. An overview of the promise and potential pitfalls of such an approach is provided. Benefits include identification of students based on risk rather than deficit and early identification. Questions concern the integrity of the LD concept. (Contains references.) (Author/CR)

Descriptors: Academic Failure, Classification, Definitions, Disability Identification, Early Identification, Early Intervention, Elementary Education, Eligibility, Evaluation Methods, Learning Disabilities, Prevention

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED507315; ED504995

Author Affiliations: N/A