The current paper describes the process used for developing the Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities-Consensus Statement and Supporting Documents, and the rationale for some of the decisions. The guidelines were developed by a cross-sectoral working group of psychologists who…

One in five children experiences a diagnosable mental disorder. However, adolescents have been overlooked in programming and policy responses to mental health issues. Mental health issues contribute to poor academic performance, lower rates of high school graduation, disrupted development, increased health risk, role transition from adolescent to…

Since their emergence in public schools, specific learning disability (SLD) identification practices have been controversial in both research and practice. The purpose of this special issue is to present contemporary research on various models of SLD identification as well as issues associated with their implementation. Each of the articles in…

In this important resource, educators will find evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors make the case that systems can be put in place at three levels to help English learners succeed: the…

The public education of students with disabilities in the United States is governed by federal policies that promote school improvement, protect students from discrimination, and provide those who need it with special education and related services to meet their individual needs. This article explains the legal aspects of teaching students with…

The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker,…

Although ADHD may be overdiagnosed in gifted children, ADHD and other disabilities can also be overlooked in this population. Young children in particular may be able to compensate for their disabilities to the point where these weaknesses are effectively masked by their giftedness, delaying a diagnosis and intervention. Such twice-exceptional…

The 2004-05 school year didn't start off well for the Sanger Unified School District. The district, located east of Fresno, had entered its first year of "program improvement"--a gentler way of saying that Sanger was among the 98 lowest-performing districts in the state based on success criteria in the No Child Left Behind law. The…

To assist states and local districts with planning for RTI, the National Center on Response to Intervention (NCRTI) has developed this information brief, "Essential Components of RTI--A Closer Look at Response to Intervention." This brief provides a definition of RTI, reviews essential RTI components, and responds to frequently asked…

Response to intervention began as a way to identify and teach struggling readers and special education students. It's fast becoming a way to change schooling for everyone. This special report examines the many forms the approach is now taking, its research base, its influence on the educational marketplace, and the federal regulations that both…

Response To Intervention (RTI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and…

Response to Intervention (RtI) is a process that addresses both the identification of learning disabilities and the design of early intervention and instruction. RtI provides a framework upon which to structure high quality instruction for all students and a means by which to identify those in need of more intensive intervention. The process is…

Educators in the Chula Vista Elementary School District determined what kind of instruction students needed through a "response to intervention" (RTI) process, which provides extra help to struggling students with an aim of reducing the number of referrals to special education. As RTI catches on throughout the country, the district is on…

States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic…

As teachers, administrators, and members of intervention teams use student performance data to inform instructional decisions and monitor implementation of tiered instruction in a Response to Intervention (RTI) model, assuring fidelity of implementation or treatment integrity continues to be a challenge. This article describes how one school…