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Identification of Learning Disabilities: Research to Policy

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Overview

Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making.

Chapter Structure— Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic.

Summarizing Chapter — A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area.

Expertise— The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

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Editorial Reviews

Booknews
Nine chapters review the research evidence concerning different aspects of identifying children with learning disabilities. Four responses to the paper follow each chapter. The authors address early identification and intervention for young children with reading and learning disabilities, classification of learning disabilities, discrepancy models for the identification of learning disabilities, the role of clinical judgement in identifying and teaching children with reading difficulties, and the differences between learning disabilities and low achievement. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Table of Contents

Foreword
Acknowledgments
Introduction
Ch. I Learning Disabilities: Historical Perspectives 1
Ch. II Early Identification and Intervention for Young Children with Reading/Learning Disabilities 99
Ch. III Classification of Learning Disabilities: An Evidence-Based Evaluation 185
Ch. IV Learning Disabilities as Operationally Defined by Schools 287
Ch. V Discrepancy Models in the Identification of Learning Disability 369
Ch. VI Responsiveness to Intervention: An Alternative Approach to the Identification of Learning Disabilities 467
Ch. VII Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses 565
Ch. VIII Clinical Judgements in Identifying and Teaching Children with Language-Based Reading Difficulties 653
Ch. IX Is "Learning Disabilities" Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers with and without the Label 737
Conclusion 791
Appendix 805
Name Index 809
Subject Index 831
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