Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in…

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…

Asian American students are underrepresented in special education, a state of affairs that threatens their access to academic resources. We propose that student race may influence educators' likelihood of recommending them for special education services. In two studies, participants working in the field of education (total N = 1195) read a…

Despite the importance of identifying individuals with reading disabilities, existing operational definitions of reading disability do not result in reliable identification. A large part of the problem arises from measurement error when a cut-point is imposed on a continuous distribution, especially for low base-rate conditions. One way to reduce…

The aim of this study was to examine whether the use of a response-to-intervention (RTI) model to identify specific learning disability (SLD) over-identifies children and youth with population-relative (normative) weaknesses in general cognitive ability (IQs < 90). We compared the overall score on the Kaufman Brief Intelligence Test-Second…

Despite decades of research, much is still unknown regarding how specific learning disability (SLD) identification decisions are made, particularly how language related to sociodemographic and psychosocial factors may impact decision-making. This study employed the Linguistic Inquiry and Word Count (LIWC) method to examine the language used in…

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A…

There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…

Background: Despite extensive research on the specific learning disorder (developmental dyslexia) -- SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated. Aim: The authors aimed to determine the knowledge, needs and…

There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose of the present study was to examine through family interviews, child interviews, products of the child and non-verbal intelligence tests the areas of difficulty…

Multi-exceptional children often have deficits in auditory, visual, or sensory processing. As few psychologists have training in modalities, these deficits may be misdiagnosed as AD/HD, Nonverbal Learning Disorder, Autism, Dyslexia, or a host of personality disorders. This article describes the symptoms of these processing deficits and offers…

Handwriting deficits, or dysgraphia, are present in several neurodevelopmental disorders. To investigate whether dysgraphia differs according to the associated disorder, we performed a detailed analysis of handwriting in a group of French children with developmental coordination disorders (DCD), reading disorder (RD), or comorbid RD and DCD.…

Over the past decade, there has been a rapidly declining trend in the prevalence of students with learning disabilities in South Korea. In 2019, only 1.5% of students receiving special education support were identified as having learning disabilities. This column reports on three current issues related to learning disabilities to provide a greater…

Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable…

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…