Assessments and Educational Interventions for Students with LD

child affected by Learning Difficulties (LD) Introduction The term learning difficulties (LD) lacks a consistent definition among researchers but instead encompasses a varied continuum of ‘signs’; which, when unidentified or not appropriately supported, can result in a variety of academic and behavioural problems (Riddick, 2009; Selikowitz, 2012; Skues & Cummingham, 2011). Conversely, learning disabilities, although frequently identified interchangeably with LD within most Australian states and contemporary

History of Response to Intervention Response to Intervention (RtI) came about initially in answer to the over-identification of struggling students as special education students. It was developed starting in the late 1970s by numerous researchers seeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. Many educators were concerned that too many students were being identified as having a learning disability, not because they actually had one

principles for students with learning disabilities (LD) in an educationally setting. Utley, Obiakor, and Bakken (2011) have noted that schools are changing which requires new teaching skills that teachers have to acquire in order to successfully teach culturally and linguistically diverse (CLD) students with LD. Educators have not been taking into consideration how multiple cultural backgrounds and socioeconomic statuses affect learning. Based on their various backgrounds, CLD students have different

Purpose of Education The purpose of education is to help children learn core subject skills and mature into independent learners with responsibility and become leaders. Bruner cited in Driscoll (2005) focuses on “complex ideas and proposes that develop in children, as a function of an interaction within their environment and personal growth experiences” (Driscoll, 2005, p. 229). Bruner focus on how children interact with their environment, and personal experiences. For example, children like to initiate

bachelor's degree or higher, 30.6% had some college education attainment, 31.3% had a high school diploma or GED, and 23.2% have less than high school educational attainment (Erickson et al., 2017), whereas on average, 88% of the non-blind had at least a high school diploma or GED and 33% held a bachelor’s or higher degree (Ryan & Bauman, 2016, p. 1). Educational levels are closely tied to employment and income rates. In connection, the employment rate of the visually impaired was 40.4% compared with 73

The student population chosen comprised of children from low-socioeconomic status. Preschool children were given a 9-week intervention in their last year and assessed on identified measures of PA, n=99. A control group of students n= 114 were assessed the year before on the same measures the year prior. The results suggest that students who received the intervention performed better on the post assessment then their control counterparts on rhyme awareness

this study is to determine if implementing the reading intervention program Read Well in first grade general education classrooms through Response to Intervention (RTI) will improve students’ basic reading skills. Students attending schools with RTI programs need reading interventions which will lead to improved achievement for all students. A secondary focus is to determine what is needed to successfully implement a Response to Intervention program at the elementary school level that will ensure

(RCT) which are all on the evidentiary hierarchy for effectiveness provided evidence-based research to show RTI as the most effective treatment to reduce academic difficulties in children with learning disabilities. Using RTI, 381 students were compared to 377 students who were tested in the previous year using IQ-Achievement Discrepancy Model with positive effect sizes ranging from 0.64 to 0.82 (O’Connor, Bocian, Beach, Sanchez, & Flynn, 2013). The focus of this research is in the area of RTI and

special challenges for people with learning disabilities (LD). Although the career development of individuals with disabilities is not widely discussed in the literature, key pieces of legislation enacted or reauthorized in the 1990s—Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), and the Rehabilitation Act (now Title IV of the Workforce Investment Act)—have helped increase the numbers of individuals with LD in postsecondary education and the awareness of their

middle schools, and elementary schools. Classrooms in schools can be categorized by subject or grade-level. Classrooms can also be categorized as offering a general education curriculum or a special education curriculum. Ability level is often how students are categorized in schools. Individuals can also be labeled in several ways. In the past when individuals were labeled based on their ability level, it typically took the form of a derogatory label (e.g., imbecile, stupid, retarded) to describe individuals