ERIC Number: EJ1071221
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 53
Applying Response to Intervention to Identify Learning Disabilities in Students with Visual Impairments
Jones, Beth A.; Smith, Heather Haynes; Hensley-Maloney, Lauren; Gansle, Kristin A.
Intervention in School and Clinic, v51 n1 p28-36 Sep 2015
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.
Descriptors: Response to Intervention, Visual Impairments, Learning Disabilities, Disability Identification, Comorbidity, Clinical Diagnosis, Screening Tests, Academic Accommodations (Disabilities), Progress Monitoring, Student Evaluation, Check Lists
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: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A