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| Ardoin, Scott P. | 1 |
| Connell, James E. | 1 |
| Haynes, Norris M. | 1 |
| Koenig, Jennifer L. | 1 |
| Swanson, Lee | 1 |
| Williams, James H. | 1 |
| Witt, Joseph C. | 1 |
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Swanson, Lee – 1976
The author reviews research which questions the worth of psychoeducational diagnosis of learning disabilities, and suggests a model that places the teacher as the primary decision maker in identification, diagnosis, and programing. Three concerns about psychoeducational diagnosis are raised: the conceptualization of learning disabilities as a…
Descriptors: Conceptual Schemes, Educational Diagnosis, Elementary Secondary Education, Identification
Direct linkArdoin, Scott P.; Witt, Joseph C.; Connell, James E.; Koenig, Jennifer L. – Journal of Psychoeducational Assessment, 2005
An alternative to the IQ-achievement discrepancy model for identifying students with learning disabilities is the response to intervention (RTI) model. There is a growing literature base in support of the RTI model, and within the reauthorization of IDEA there is an allowance for an RTI approach whereby RTI "may" be used by school…
Descriptors: Intervention, School Psychologists, Learning Disabilities, Psychoeducational Methods
Peer reviewedWilliams, James H.; Haynes, Norris M. – Educational Horizons, 1993
Describes an interactive model of multiple measures of giftedness in minority students, a university-based summer enrichment program for gifted students, and a graduate leadership training program to prepare teachers of exceptional students. (SK)
Descriptors: Elementary Secondary Education, Enrichment Activities, Gifted, Graduate Study
