Applying Response to Intervention to Identify Learning Disabilities in Students with Visual Impairments

Autor/inn/en	Jones, Beth A.; Smith, Heather Haynes; Hensley-Maloney, Lauren; Gansle, Kristin A.
Titel	Applying Response to Intervention to Identify Learning Disabilities in Students with Visual Impairments
Quelle	In: Intervention in School and Clinic, 51 (2015) 1, S.28-36 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451215577475
Schlagwörter	Response to Intervention; Visual Impairments; Learning Disabilities; Disability Identification; Comorbidity; Clinical Diagnosis; Screening Tests; Academic Accommodations (Disabilities); Progress Monitoring; Student Evaluation; Check Lists + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Learning handicap; Lernbehinderung; Screening-Verfahren; Schulnote; Studentische Bewertung; Checkliste
Abstract	When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using a response to intervention (RTI) framework. This article provides guidance and tools for using an RTI framework in the accurate identification of LD in students with VI. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01