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Harrison, Gina L.; McManus, Kelly L. – Canadian Journal of School Psychology, 2017
The incidence of writing disorder is as common as reading disorder, but it is frequently under-identified and rarely targeted for intervention. Increasing clinical understanding on various subtypes of writing disorder through assessment guided by data-driven decision making may alleviate this disparity for students with writing disorders. The…
Descriptors: Writing Difficulties, Intervention, Evaluation Methods, Planning
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Gresham, Frank M.; Vellutino, Frank R. – Learning Disabilities Research & Practice, 2010
A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different…
Descriptors: Reading Difficulties, Intelligence Quotient, Learning Disabilities, Low Achievement
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Bateman, David F. – TEACHING Exceptional Children, 2008
Greg is 13 years old, and currently in seventh grade; he entered an unnamed District ("the District") school in fourth grade as a student with a specific learning disability; he had been identified as eligible for special education programming and services during second grade. During fifth and sixth grade Greg was provided services…
Descriptors: Nontraditional Education, Neighborhood Schools, Civil Rights, Emotional Disturbances
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Brown, Thomas E. – Educational Leadership, 2007
A recent study conducted by the U.S. Centers for Disease Control estimated that approximately 7.8 percent of U.S. children ages 4-17 are currently diagnosed with Attention Deficit Disorder (ADD) or Attention Deficit/Hyperactivity Disorder (ADHD). For decades, most educators, physicians, psychologists, and parents have thought of ADD/ADHD as…
Descriptors: Psychologists, Physicians, Disease Control, Behavior Problems
Yewchuck, C. – B. C. Journal of Special Education, 1986
Six issues relating to assessment of gifted/learning disabled (GLD) students are discussed: (1) incidence; (2) cut-off IQ scores; (3) barriers to identification; (4) use of the Wechsler Intelligence Scale for Children--Revised; (5) differentiation between GLD and underachieving gifted; (6) qualitative differences between GLD, gifted, and learning…
Descriptors: Disability Identification, Elementary Secondary Education, Gifted, Incidence