Ensure that your students have the support they need! When it comes to designing instruction for students with learning disabilities, one size does not fit all – and that’s also true for identifying and evaluating learning disabilities. Theories and legislation aside, it’s critical for your school team to have a comprehensive plan to make sure every child gets the right kind of attention–and no one falls through the cracks. This compelling, easy-to-use handbook guides general educators, special educators, administrators, and school psychologists through the eligibility and evaluation stages to ensure that students get the best services and interventions they need to be successful. You’ll find: • Guidance on what data to collect and how to collect it • Strategies for combining RTI with a comprehensive evaluation to diagnose SLD • Detailed case studies–with graphs, figures, and test scores–at the school, classroom, and individual student level Everyone on your team has the same goal: to help students with learning challenges achieve success. This comprehensive resource has the tools you need to make that happen. “This book reminds educators that we are responsible for all of our students. When students are not making the progress we expect, this text offers very specific, practical suggestions that educators can follow. This book helps to identify if a student has a specific learning disability and offers suggestions for addressing the student’s difficulty through a team approach. When using the case studies, teachers will see many examples related to their own students and find new resources to try in their classrooms that will assist those who are having difficulty making significant progress.” –Marcia B. Imbeau, Professor University of Arkansas

Using Tier 1 and Tier 2 Data to Inform SLD

Using Tier 1 and Tier 2 Data to Inform SLD

In Chapter 2, we presented a model for LD identification that relies on a preponderance of evidence and hypothesis testing. Within that model, we identified the three salient characteristics of the LD definition that include (1) documentation of low achievement, caused by (2) a disorder in a basic psychological process, along with (3) evidence to rule out competing explanations for the child’s learning difficulty. In Chapter 3, we explained the RTI model in general and discussed how data collected within the various tiers of intervention could be used to inform the SLD eligibility process. In this chapter, we demonstrate through the use of a specific ...

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