Over the past four decades, special education has become prominent in many public and private schools. This quantitative non-experimental study aims to compare the impact of the pullout model versus the inclusion model on students with learning disability scores on their Partnership for Assessment of Readiness for College and Careers (PARCC) in…

Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…

Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…

This study investigated postsecondary disability service providers' perceived usefulness of a Model Summary of Performance that was constructed for a student with a language-based learning disability. The 298 participants were asked to consider the content within the (a) student's test scores, (b) rationale for accommodations, (c) history and/or…

There has been much recent discussion among educators on the topic of implementing a response to intervention (RTI) framework to identify special education needs for students with specific learning disabilities. There is good reason for such discussion, as all students benefit from RTI when implemented with integrity and fidelity. The result of…

Children with behavioral challenges are at the greatest risk for chronic school failure. The response-to-intervention (RTI) model was written into law through the Individuals with Disabilities Education Act of 2004 as a means to identify children with learning disabilities. The RTI model provides for increased intervention based on students'…

Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools. The purposes of invoking an RTI model for disabilities in the schools clearly are laudable, yet close examination reveals an unappreciated paucity of empirical support for RTI and an overly optimistic view of its practical,…

Response to Intervention (RtI) has promise for helping students, particularly ones with disabilities, achieve higher levels of academic and behavioral success in the general education classroom. What does it mean for gifted students or for those who are gifted and have a learning disability, such as twice-exceptional students? How might current…

Examined individual differences in the number of learning trials needed by 36 disabled readers to reach criterion on training words during phonics instruction. Low-, average-, and high-achieving pupils were characterized according to rates of initial learning. Results confirmed the value of a dynamic assessment model in learning disabilities. (CL)

A model of perceptual processing which posits four primary components of perceptual processing (sensory encoding, perceptual integration, memorial classification and retrieval, and cognitive abstraction) is explained to be helpful in identifying the nature of the learning disabled child's perceptual disorders and in designing a remediation…

Assessment models used with school-age samples require modification for use with adults having severe learning disabilities. At Fordham University's Comprehensive Learning Program, a screening session determines the mutual suitability of the client and the program being offered; subsequent comprehensive assessment of cognitive, educational,…

A multidimensional approach to assessment of children with learning difficulties is examined. The approach explores factors along five dimensions: (1) learner characteristics (motivation, social-emotional maturity, cognitive abilities and styles); (2) task-based contributors (match of tasks to maturational levels and to cognitive style); (3)…

The authors present an approach to the assessment of learning disabilities based on a definition of significant enabling skills for school learning. Students' competence in information processing, language, and mathematics is assessed in 11 tests. By using the Assessment of Basic Competencies test, it is possible to determine a child's location in…

The author describes his model for determining severe discrepancy in children with learning disabilities (LD). The model stresses quality of data. The author also notes that the most highly trained personnel available should evaluate potential LD children. (CL)

The paper examines three models still considered useful in identifying achievement-aptitude discrepancies: the prediction model, true score regression model, and prescore partialling model. Data are cited to provide support for the regression model as the simplest to use and most efficient statistically. (Author/CL)