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The Many Faces of Special Education within RTI Frameworks in the United States and Finland
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Björn, Piia M.; Aro, Mikko T.; Koponen, Tuire K.; Fuchs, Lynn S.; Fuchs, Douglas H. – Learning Disability Quarterly, 2016
Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…
Descriptors: Foreign Countries, Response to Intervention, Special Education, International Assessment
Achievement-Potential Discrepancy Status of Students in LD Programs.
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Valus, Ann – Learning Disability Quarterly, 1986
The study applied a standard-score and regression-analysis procedure to achievement-potential discrepancy data for new learning disability placements of about 90 (LD) learning disabled students. Results indicated that only two-thirds of the initially placed students exhibited a severe discrepancy suggesting the frequent placement of slow learners…
Descriptors: Decision Making, Disability Identification, Elementary Secondary Education, Learning Disabilities
Treatment Validity as a Unifying Construct for Identifying Learning Disabilities.
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Fuchs, Lynn S.; Fuchs, Douglas; Speece, Deborah L. – Learning Disability Quarterly, 2002
This article examines a 1995 treatment validity model as a framework for identifying learning disabilities. This model: (1) examines both student performance and responsiveness to instruction; (2) delays special education referral until the effects of individual student adaptations in the regular classroom have been explored; and (3) verifies that…
Descriptors: Disability Identification, Elementary Secondary Education, Intervention, Learning Disabilities
An Evaluation of the Identification of Learning Disabled Students in Colorado.
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Shepard, Lorrie A.; Smith, Mary Lee – Learning Disability Quarterly, 1983
The process whereby children are identified as learning disabled (LD) and the validity of subsequent educational placements were evaluated. A representative sample of 1,000 students were analyzed both quantitatively and qualitatively, and extensive questionnaires were administered to LD teachers, principals, and other professionals involved in LD…
Descriptors: Definitions, Diagnostic Tests, Disability Identification, Elementary Secondary Education