Researchers intending to identify the unique characteristics of dyscalculia rely upon the problematic and imprecise proxy of low mathematics achievement. Although detailed case studies of adults with dyscalculia have offered insight into its characteristics, we do not yet know if these characteristics are unique to dyscalculia and could be used to…

In 2017-18, the number of learners ages 3-21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14% of all public-school learners. Of that 7.0 million, 13% were Hispanic learners (NCES, 2019). Among ELLs with disabilities, nearly 50% had specific learning disability, and 21%…

Black, Latinx and other minoritized students have long been overrepresented in the high-incidence disability classifications including Learning Disability, Emotional Disturbance, Intellectual Impairment, and Speech and Language Impairment. Inappropriate special education placement denies students access to the general education curriculum and…

We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…

Efforts to diagnose students with specific learning disabilities (SLD) have increased in recent years in Turkey. However, the limited number of assessment tools used to identify students with SLD is one of the most important concerns in this area, since 8 out of 10 students with SLD have difficulty in reading, which affects other academic areas.…

Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor…

Implementation of Response to Intervention (RTI) has been developed with the goal of increasing the efficiency and efficacy of the identification process for students at risk of/with learning disabilities. While this goal is well-intentioned, the implementation of RTI has faced challenges at the district level. Understanding the current…

Dyslexia is considered a learning disorder characterized by difficulty in learning to read, write, and spell despite conventional instruction, adequate intelligence, and sociocultural opportunities (TEC§38.003 cited in Texas Education Agency, 2014). The Texas Education Code (TEC) §38.003 makes provision for the evaluation and identification of…

Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability and validity of two proposed PSW methods: the concordance/discordance method (C/DM) and cross battery assessment (XBA) method. Cognitive assessment…

The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…

This study examines the participation of culturally and linguistically diverse (CLD) students with labels of Learning Disability (LD) in their English, Math, and Social Studies classes. The conceptualization of LD as a biological pathology in the dominant special education discourse has contributed to normative perceptions and reductionistic…

Response to intervention (RTI) is a framework for providing high-quality instruction and intervention matched to students' individual needs. It includes the practice of frequent progress monitoring and use of data to make educational decisions about instructional and grouping practices as well as the duration, frequency, and amount of time…

Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…