Alternative approaches to the definition and identification of learning disabilities: Some questions and answers |
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| Authors: | Email author" target="_blank">Jack?M?FletcherEmail author W?Alan?Coulter Daniel?J?Reschly Sharon?Vaughn |
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| Institution: | (1) Department of Pediatrics, University of Texas Health Science Center at Houston, 7000 Fannin—UCT 2478, 77030 Houston, TX;(2) Louisiana State University Health Science Center, New Orleans, Louisiana;(3) Vanderbilt University, Nashville, Tennessee;(4) University of Texas—Austin, Austin, Texas |
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| Abstract: | Recent consensus reports concur in suggesting major changes in the federal regulatory approach to the identification of learning
disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification,
and also recommend incorporation of response to instruction (RTI) as one of the identification criteria. These changes are
also recommended to states in the current reauthorization of the U.S. Individuals with Disabilities in Education Act (IDEA).
While not mandatory, states that follow these recommendations will experience major changes in identification and treatment
of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent
consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about
these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential
that identification practices focus on assessments that are directly related to instruction, that any services for students
who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results
and outcomes and less on eligibility and process. Identification models that incorporate RTI represent a shift in special
education toward the goals of better achievement and behavioral outcomes for students identified with LD, as well as those
students at risk for LD.
Supported by grants from the National Institute of Child Health and Human Development, HD25802-13, “Center for the Study of
Learning and Attention Disorders” (JMF); and the Office of Special Education Programs: H326Y02002, National Center for Special
Education Accountability Monitoring (WAC); H324U010004, National Research Center for Learning Disabilities (DJR), and H324X010013,
Preventing Reading Difficulties: A Three-Tiered Intervention Model (SRC). The National Center for Learning Disabilities also
provided support for the development of this paper. The views expressed are those of the authors and should not be viewed
as necessarily representative of others associated with the centers listed or the funding agencies supporting these centers. |
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