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ERIC Number: EJ712968
Record Type: Journal
Publication Date: 2005-Mar-22
Reference Count: 15
Assessment and Decision Making for Students with Learning Disabilities: What if This Is as Good as It Gets?
Learning Disability Quarterly, v28 n2 p125 Spr 2005
The author was asked to address the future of the field of learning disabilities (LD) from the perspective of a director of one of the five Institutes for Research on Learning Disabilities (IRLD) funded by the Office of Special Education Programs more than 25 years ago. The theme of each of the Institutes differed; the Minnesota IRLD focused on assessment and decision making. Research was conducted on how school personnel sorted students who were achieving poorly in school into those who were and those who were not LD, and worked to develop improved ways to use assessment information to plan and adapt instructional interventions. Considerable variability at that time (late 1970s and early '80s) was pointed to in the kinds and numbers of students receiving LD services in different settings, and to the tremendous variability in criteria used by state and local education agencies. On many days in many ways, educators asked this question: Who are students with learning disabilities and what is being done for them in special education? On many occasions since then, the author has argued that education spends far too much professional time making predictions about students' lives and far too little time making a difference in their lives.
Descriptors: Learning Disabilities, Student Evaluation, Evaluation Methods, Decision Making, Special Education, School Districts, Learning Disabilities, Low Achievement, Test Use, Teaching Methods, State Standards
The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota