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Lewis, Katherine E.; Lynn, Dylan M. – Cognition and Instruction, 2018
In this article, we provide a novel view of mathematics learning disability (MLD) by studying a student with an MLD (Dylan) who had compensated so effectively that she was able to major in statistics. We push back on the dominant deficit model used in studies of MLD, and consider issues of access and compensation from a Vygotskian theoretical…
Descriptors: Mathematics Instruction, Learning Disabilities, Majors (Students), Academic Accommodations (Disabilities)
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Lipscomb, Stephen; Hamison, Joshua; Liu Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
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Burghardt, John; Haimson, Joshua; Lipscomb, Stephen; Liu, Albert Y.; Potter, Frank; Waits, Tiffany; Wang, Sheng – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…
Descriptors: Longitudinal Studies, Disabilities, Transitional Programs, Special Education
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Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
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Banks, Joy – Equity & Excellence in Education, 2017
This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational…
Descriptors: African American Students, Males, Learning Disabilities, Labeling (of Persons)
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Weis, Robert; Dean, Emily L.; Osborne, Karen J. – Journal of Learning Disabilities, 2016
Clinicians uniformly recommend accommodations for college students with learning disabilities; however, we know very little about which accommodations they select and the validity of their recommendations. We examined the assessment documentation of a large sample of community college students receiving academic accommodations for learning…
Descriptors: Academic Accommodations (Disabilities), Learning Disabilities, Postsecondary Education, Two Year Colleges
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Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha – School Psychology Review, 2015
Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…
Descriptors: Special Education, Learning Disabilities, Academic Ability, Academic Achievement
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Brown, Sheena – International Journal of Qualitative Studies in Education (QSE), 2009
This article reveals the findings of a participatory ethnography with post-secondary students enrolled in a large West Coast University in British Columbia who had previously been identified as "learning disabled" and thus, the "recipients" of special educational policy interventions. Instead of starting from the official meanings of the special…
Descriptors: Learning Disabilities, Special Education, College Students, Self Concept
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Schwartz, Diane; Blue, Elfreda; McDonald, Mary; Pace, Darra – Journal of the American Academy of Special Education Professionals, 2009
With the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA), the definition of a specific learning disability was significantly altered. No longer is it required that a student demonstrate a discrepancy between ability and performance to receive educational support (Horowitz, 1999). With this in mind,…
Descriptors: Teacher Educators, Response to Intervention, Teacher Education Programs, Learning Disabilities