Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

The commissioning and provision of mental health services for people with intellectual disability is often complex and characterised by different service delivery models. This paper looks at the current situation 7 years after the White Paper, Valuing People (From words into action: London learning disabilities strategic framework, Department of…

Response to Intervention (RtI) came into the national forefront in the late 1990s as an alternate approach for identifying students with specific learning disabilities. In brief, RtI assumes that a broad system of early intervention and support is in place, one possible component of which is evaluating a student for suspected learning…

Response to Intervention (RTI) has emerged as a method for providing early academic assistance to students with difficulty learning. This brief outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. It touches on methods of…

Comprehensive college programs for learning disabled students may include special admission policies, diagnostic testing, and prescriptive planning, special advisement, remediation of basic skills, tutoring in subject area courses, spelling courses for college success, auxiliary aids and services, and counseling services. (CL)

The article describes the evolution of a service delivery system to address the needs of learning disabled students in a medium-sized Canadian school district. The steps followed in moving the service delivery system into place are described. The relationship between research and political issues and the need for further program development are…

The 2004 authorization of the Individuals with Disabilities Education Improvement Act affords an opportunity to shift the classification of Learning Disabilities (LD) from a "refer-test-place" to a Response-to-Intervention (RtI) service delivery model. As a result, there are implications for the professional activities of school…

The document describes model demonstration projects, products, and Learning Disabilities Research Institutes funded by the Program for Severely/Profoundly Handicapped Children and Youth and by the Handicapped Children Model Program (HCMP). An overview section contains an analysis of data regarding the characteristics of children/youth served,…

Wright State University (Dayton, Ohio) has provided special educational services to learning disabled students since 1974. Among program components are basic skills courses, special tutoring and test-taking arrangements, a library of taped textbooks, and counseling. Student characteristics and their attitudes toward self and the program are…

The author describes a psychoeducational model of services for learning disability (LD) students using the British Columbia public school system. The influence of biosocial and environmental factors such as pollution and use of obstetric medication which contribute to increasing numbers of LD students are discussed. Referral, individualized…

The Learning Resource Support Program provides academic support services to learning disabled adolescents. (SB)

The article describes three aspects of classroom-based service delivery to children with speech or language impairments: (1) how classroom-based delivery developed within speech-language pathology; (2) types of classroom-based models; and (3) issues attending classroom-based intervention. (Author/DB)

SHOP, or Search Handicapped Outreach Program, identifies gifted/learning-disabled students, develops enrichment activities using J. Renzulli's Triad Model, and implements effective delivery models to provide an environment in which the students can utilize their strengths and interact with gifted peers. (JDD)

This invited commentary on the series of articles regarding the state of the extant research and practice concerning the implementation of response to intervention (RTI) will focus on the following issues: (a) what constitutes a comprehensive service delivery system that uses RTI as its driving principle; (b) the dependent measure by which the…