(DOWNLOAD) "How Variable are Interstate Prevalence Rates of Learning Disabilities and Other Special Education Categories? A Longitudinal Comparison." by Exceptional Children # Book PDF Kindle ePub Free
eBook details
- Title: How Variable are Interstate Prevalence Rates of Learning Disabilities and Other Special Education Categories? A Longitudinal Comparison.
- Author : Exceptional Children
- Release Date : January 01, 2007
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 238 KB
Description
There has been chronic and widespread dissatisfaction with procedures used to identify students as learning disabled. Critics have especially questioned the use of ability-achievement discrepancy as a criterion for eligibility for special education services (Donovan & Cross, 2002; Fletcher et al., 2002; Lyon et al., 2001; Siegel, 1989, 1992; Stanovich, 1991, 1993; U.S. Department of Education Office of Special Education and Rehabilitative Services, OSERS, 2002; Vellutino et al., 1996). Because of such extensive discontent with discrepancy as a method of identification, the Individuals With Disabilities Education Improvement Act (IDEA, 2004) now allows an alternative method of identification: response to intervention (RTI). Without debating the merits of RTI, it is fair to say that the field of learning disabilities is about to enter a state of flux with respect to how students are identified; some would go even further and assert that the very construct of learning disabilities is being questioned (Kavale, 2005; Mastropieri & Scruggs, 2005). They see RTI as essentially redefining learning disabilities as being low achievement rather than unexpected low achievement relative to ability. One of the most frequently died pieces of evidence used to argue that learning disabilities identification practices, including the use of discrepancy, are flawed has been the wide variability across states in the prevalence rates of learning disabilities (Algozzine & Korinek, 1985; Batsche et al., 2005; Kavale & Forness, 1998; MacMillan & Siperstein, 2002; Reschly, 2002; Reschly & Hosp, 2004; Ysseldyke & Algozzine, 1984). For example, Reschly and Hosp have stated:
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