• Summary
  • Contents
  • Subject index

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

School Team Functioning
School Team Functioning

In Chapter 1, we presented a model of LD identification that described a hypothesis testing approach, in which the school team develops a hypothesis about the nature of a child’s learning difficulty and collects evidence to determine whether the three salient characteristics of the LD definition are present. These characteristics include (1) a disorder in a basic psychological process that lead to (2) an imperfect ability to learn and that (3) are not due to other, competing factors. The approach that we have described throughout this text is very different from the aptitude/achievement discrepancy model. Under the discrepancy model of LD identification, a student who was struggling to learn was identified by the general education teacher to the school’s ...

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