Identification of Learning Disabilities:

Identification of Learning Disabilities: Research to Practiceis 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 historicIndividuals 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.

Foreword	p. xix
Acknowledgments	p. xxiii
Introduction	p. xxv
Learning Disabilities: Historical Perspectives	p. 1
European Foundation Period (c. 1800 to 1920)	p. 1
U.S. Foundation Period (c.1920 to 1960)	p. 6
Emergent Period (c.1960 to 1975)	p. 22
Solidification Period (c.1975 to 1985)	p. 31
Turbulent Period (c.1985 to 2000)	p. 38
References	p. 53
Endnotes	p. 65
Response to "Learning Disabilities: Historical Perspectives"	p. 69
Response to "Learning Disabilities: Historical Perspectives"	p. 75
Response to "Learning Disabilities: Historical Perspectives"	p. 81
Response to "Learning Disabilities: Historical Perspectives"	p. 89
Early Identification and Intervention for Young Children with Reading/Learning Disabilities	p. 99
Classroom Prevention Through Differentiated Instruction: Response to Jenkins and O'Connor	p. 151
From an "Exploded View" of Beginning Reading Toward a Schoolwide Beginning Reading Model: Getting to Scale in Complex Host Environments	p. 163
Early Identification and Intervention for Young Children With Reading/Learning Disabilities	p. 173
Response to "Early Identification and Intervention for Young Children with Reading/Learning Disabilities"	p. 179
Classification of Learning Disabilities: An Evidence-Based Evaluation	p. 185
Redefining LD Is Not the Answer: A Response to Fletcher, Lyon, Barnes, Stuebing, Francis, Olson, Shaywitz, and Shaywitz	p. 251
A Response to Classification of Learning Disabilities: An Evidence-Based Evaluation	p. 263
The Sociopolitical Process of Classification Research: Making the Implicit Explicit in Learning Disabilities	p. 273
Classification of Learning Disabilities: Convergence, Expansion, and Caution	p. 279
Learning Disabilities as Operationally Defined by Schools	p. 287
A Look at Current Practice	p. 335
A Meta-Research Commentary on MacMillan and Siperstein's "Learning Disabilities As Operationally Defined by Schools"	p. 341
Leveling the Playing Field: Commentary on "Learning Disabilities as Operationally Defined by Schools"	p. 351
Minority Overrepresentation: The Silent Contributor to LD Prevalence and Diagnostic Confusion	p. 361
Discrepancy Models in the Identification of Learning Disability	p. 369
There's More to Identifying Learning Disability Than Discrepancy	p. 427
A Functional and Intervention-Based Assessment Approach to Establishing Discrepancy for Students With Learning Disabilities	p. 437
Discrepancy Models in the Identification of Learning Disability: A Response to Kavale	p. 449
Do Discrepancy Models Satisfy Either the Letter or the Spirit of IDEA?	p. 457
Responsiveness to Intervention: An Alternative Approach to the Identification of Learning Disabilities	p. 467
Three Conceptualizations of "Treatment" in a responsiveness-To-treatment framework for LD identification	p. 521
Responsiveness to Interventions: The Next Step in Special Education Identification, Service, and Exiting Decision Making	p. 531
Using Response to Treatment for Identifying Students With Learning Disabilities	p. 549
On the Role of Intervention in Identifying Learning Disabilities	p. 555
Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses	p. 565
Response to "Empirical and Theoretical support for Direct diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses"	p. 615
A Commentary on "Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses"	p. 623
Blurring the Boundary: A Commentary on Torgesen's Argument for the Use of Process Markers in the Identification of Learning Disabilities	p. 635
Learning Disabilities Is a Specific Processing Deficit, But It Is Much More Than Phonological Processing	p. 643
Clinical Judgments in Identifying and Teaching Children with Language-Based Reading Difficulties	p. 653
Culture in Learning: The Next Frontier in Reading Difficulties Research	p. 693
Clinical Judgments in Identifying and Teaching Children With Reading Disabilities: Another Perspective	p. 703
Clinical Judgment in the Assessment of Learning Disabilities	p. 713
Response to "Clinical Judgments in Identifying and Teaching Children with Language-Based Reading Difficulties"	p. 725
Is "Learning Disabilities" Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers with and Without the Label	p. 737
Response to "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers With and Without the Label"	p. 763
Response to "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers With and Without the Label"	p. 773
Response to "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers With and Without the Label"	p. 777
Response to "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement? A Meta-Analysis of Reading Differences Between Low Achievers With and Without the Label"	p. 783
Conclusion	p. 791
Appendix	p. 805
Name Index	p. 809
Subject Index	p. 831
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Identification of Learning Disabilities: Research To Practice

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