Students with specific learning difficulties (SpLD) in higher education institutions (HEIs) in the Republic of Ireland are required to have a formal psycho-educational assessment from an educational psychologist to register with Disability Services in HEIs, to be eligible for support through the Fund for Students with Disabilities (FSD). Such…

The change in allowing school districts to use the more prevalent discrepancy model or the new addition of response to intervention to determine whether a disability is present has sparked discussion among educators. As districts decide which method to use, it is important to base decisions on factual and researched information. The authors hope…

Recent years have brought many changes to the ways in which schools in the United States address learning disabilities in their students. In an attempt to provide all students with appropriate reading instruction and to identify struggling students in a more timely manner, the 2004 revision of the Individuals with Disabilities Education Act…

Federal legislation allows local education agencies to use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response to intervention (RTI). Despite increased literature addressing RTI, no consensus on…

Response to Intervention (RTI) is an instructional framework through which schools can provide early intervention for students experiencing academic and behavioral difficulties. It is also promoted as an alternative to the IQ-discrepancy model for identifying students with learning disabilities. Most states have developed, or are developing,…

A contract approach specifying long and short term objectives is part of an overall treatment approach for students whose learning and attention skills are inconsistent. Additional program efforts include allergy and food assessment, medication assessment and trial (if appropriate), and attention to the child's biochemical functioning. (CL)

Students identified as gifted who also display one or more areas of disability remain under-identified both in special and gifted education programs. All too often school personnel do not have the resources necessary to make decisions about this unique group of students commonly called the twice-exceptional. The purpose of this article is to…

Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)

Describes a pilot project in Montgomery County, Maryland aimed at developing a clear, functional procedure for identification of specific learning disabilities. An interdisciplinary team is used to interpret test scores that compare intelligence and achievement, and serves as a consultant to school staff members. (JAC)