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Direct linkCompton, Donald L.; Gilbert, Jennifer K.; Jenkins, Joseph R.; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette – Journal of Learning Disabilities, 2012
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…
Descriptors: Reading Difficulties, Intervention, Norm Referenced Tests, Disability Identification
Davis, Andrew S. – School Psychology Quarterly, 2008
Down syndrome is the most common genetic cause of mental retardation and one of the most frequently occurring neurodevelopmental genetic disorders in children. Children with Down syndrome typically experience a constellation of symptomology that includes developmental motor and language delay, specific deficits in verbal memory, and broad…
Descriptors: Down Syndrome, Etiology, Disability Identification, Intervention
Harwell, Joan M. – 2001
The 16 chapters of this comprehensive guide to teaching students with learning disabilities cover the following topics: (1) an overview of the field of learning disabilities (characteristics, causes, prevalence, prognosis, and resources); (2) research in the field of learning disabilities (how the brain works, how children learn); (3) relevant…
Descriptors: Disability Identification, Elementary Secondary Education, Evaluation Methods, Family Role
